Abstract

Educational research highlights the importance of positive teacher student relationships and recommends teachers adopt teaching strategies that are more culturally inclusive, and allow for reciprocal teaching and learning where student prior knowledge is legitimized. Participants in this study experienced such an approach. Through a storytelling process they fostered empathy, compassion, tolerance and respect for difference. This paper introduces four interrelated factors that enhanced participant understanding of themselves, others and cultural perspectives: developing the ways of working, establishing a caring supportive environment, privileging student voice through personal stories, and enhancing participant connectedness and relationship change. These results have potential relevance for teachers and teacher educators who face the challenge of catering for the learning needs of culturally diverse students in their classrooms.

Citation

Baskerville, D. (2011). Developing cohesion and building positive relationships through storytelling in a culturally diverse New Zealand classroom. Teaching and Teacher Education: An International Journal of Research and Studies, 27(1), 107-115. Elsevier Ltd. Retrieved August 6, 2024 from https://www.learntechlib.org/p/196957/.

Keywords

• Culturally responsive pedagogy
• Relationship pedagogy
• storytelling
• Student Voice