Though this article was on a very painful, horrible, topic, there was still some positive in it. I thought it was wonderful how these Sudanese orphans educated their new community of Michigan. Their Sudanese stories were retold to the community for many reasons and were told in many ways. Some of their older more traditional stories were retold to help them maintain their culture and identity. Because of their oral culture, most stories were passed down via storytelling. These special stories that make their culture what it is are important to these men. They continue to pass them down and to retell them to anyone who will listen. They are a type of comfort because they are usually taught to them by a relative or someone close. These stories also remind them of who they are and where they came from. The community these boys moved to in Michigan was eager to hear stories from their culture, because it taught them a lot about the Sudanese way of life. On the other hand the Lost Boys of the Sudan used stories to educate the world about what is going on in the Sudan and to empower refugees and others to act against this horrible event. This version of storytelling was used for political purposes. Sharing their stories was very empowering to Chol, Ezra, and Francis. It was also a therapeutic way for them to deal with their trauma. These boys used their voice in a positive yet educational manner. They were very assertive in informing the world about what was going in Africa.
I thought the use of storytelling to teach literacy was interesting. I started to think about what other cultures this could work in. I started to brainstorm cultures that may lack in literacy skills such as reading and writing, but are advanced in oral story telling. I thought about some rural Appalachian cultures. I wondered if some of them may benefit from this same method of using storytelling to teach literacy. It was amazing how the Lost Boys of Sudan transformed their traditional practice of storytelling.
How often do we as teachers incorporate storytelling in our classrooms? The article stated that “Human beings narrate to remember, instill culture, knowledge, grapple with a problem, rethink the status quo, soothe, emphasize, inspire, speculate, justify a position dispute, tattle, evaluate one’s and other’s identities, shame, tease, laud, entertain…” With all this that storytelling encompasses, why wouldn’t teachers use it more in the classroom? Authentic literacy could be used to help students develop their own voice, empower refugees, and help refugees deal with the traumatic events they have been through.
The use of storytelling actually helped with the writing process as seen evident in Chol. Writing has a language like storytelling. The better you get with one the better you can get with the other.
I was impressed at how these Lost Boys of the Sudan came from a lifestyle where they were not expected to do much reading and writing and acted the way they did in the U.S. They came to the U.S. and were so determined to improve their lives by getting an education. They enrolled in community colleges and schools while working part time. The article said that they viewed education and literacy as keys for improving their own personal lives and the collective future of the Sudan. I couldn’t believe that after all they had been through, especially on their pilgrimage that they would be so determined about their future and education. They just didn’t give up. They are strong in mind and will!
These boys knew that being literate mean access to power. They described English as a language of empowerment for their community. Although they still felt the need to become literate in their own local languages in order to preserve their cultures and communities. It was interesting that they spoke many languages but were literate in English.
A lot of the data for this study emerged form interviews. I assumed this was because the Lost Boys of the Sudan were storytellers by heart.
Maria Blevins
Comments (3)
As I was reading your critique I began thinking about two things; how storytelling could be used in the classroom, and how storytelling can improve writing skills. Being from the South and being raised in a rural community I know that storytelling is a big part of our life. I remember many stories told to me by my family members. Stories that helped me understand my family's values and what life was like in the past. I continue the tradition by sharing these stories with my own children. The students I teach have also had similar stories told to them. The problem may be that they have never been asked to share them. I feel certain that many of my students would do a much better job "telling" the story instead of writing it down. That said, if we could tap into that desire and the gratification they get from sharing their life's stories, then maybe we could encourage them to want to go a step further and write them down. As they begin to write their accounts and feel comfortable with the process I feel quite certain the innate need to be a better storyteller will emerge. How many times have you had a student start to share a story they have written and stop half-way through and begin "telling" you what they would write, not what is actually written. The problem is they don't have the language to do so. This is where the teacher can really begin to help that student develop as a writer. With time, the students should begin to increase their use of descriptive words, sentence structure, organization, and syntax. All adolescents love to talk and write about themselves and things that are important to them. If we as teachers can tap into that, we could really make some strides in their writing abilities.
Posted by Sally Elliott | June 17, 2010 5:43 PM
Posted on June 17, 2010 17:43
I also thought it was neat to see that most of this research was done by interviews, as you said, "..they must be storytellers by heart!" I know that reading this article made me really analyze my view closely on literacy and how I take it for granted. I really don't remember struggling too much reading and writing. I can't even begin to fathom what it was like to not have schooling, and even so to be taught the best the teachers could! Storytelling really impacted these men and shaped who they became. Their determination to want a better life brought them to where they are today. They have the knowledge of their home and culture to build upon, and their past experiences from all the stories! Their dedication to informing others about the refugee camps and the war in Sudan takes a strong heart. These men are truly God's gift to the rest of us and if I could ever shake one of their hands, I'd be honored. I know I don't offer storytelling up enough. I am quick to cut off the number of students who want to share a story because of time. It is obvious that this is beneficial to their writing and reading, and the language of storytelling is crucial. I am so ready to give this more of a chance next year, and I know I will have plenty of stories teaching Kindergarten!
Posted by Abby Boughton | June 17, 2010 8:38 PM
Posted on June 17, 2010 20:38
I think it is interesting that we can't figure out why we love story telling yet we don't use it enough in our classrooms. If you are like me, there is never enough time to do everything we are required to do. However, after reading about this research and the comments of my classmates, I am ready to make story telling a priority. Already, I can see how it can benefit reluctant writers. I can invision a story telling, listening and writing center. Students could tell their stories into a tape recorder, listen to the stories either by themselves or with a partner and transcribe what they have shared. That may prove to be very empowering for students who have it in their minds they are not good writers.
Posted by Carol Sherrill | June 17, 2010 9:24 PM
Posted on June 17, 2010 21:24