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Indigenous Storywork
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Table of Contents

Preface1 The Journey Begins2 Coyote Searching for the Bone Needle3 Learning about Storywork from Sto:lo Elders4 The Power of Stories for Educating the Heart5 Storywork in Action6 Storywork Pedagogy7 A Give-AwayNotesReferencesIndex

Promotional Information

This book is well overdue. It shows how and why indigenous storywork is important as an analytical and theoretical tool for understanding and transforming contemporary educational challenges. Dr. Archibald has written an excellent text for teachers, researchers, educationists. -- Linda Tuhiwai Smith, Pro Vice-Chancellor Maori and Professor of Education and Maori Development, University of Waikato This text is a gift. The author does exactly what she says a good storyteller will do: she highlights the seven principles, she moves at a pace where I, as the listener, am able to follow, and her content is rich and enticing. -- Bryan Brayboy, Lumbee Principal Investigator, American Indian Teacher Training Program, University of Utah

About the Author

Jo-ann Archibald, also known as Q'um Q'um Xiiem, from the Sto:lo Nation, is Associate Dean for Indigenous Education in the Faculty of Education at the University of British Columbia.

Reviews

Jo-Ann Archibald, Q'um Q'um Xiiem, has gifted us here with a sensitive glimpse into the thoughts of her Sto:lo elders. In doing this, she presents folklorists with a great deal of useful emic information. And she offers guidelines for educators who hope to use story with children. Her elders show us how to not just tell stories ... but how to make meaning of the tales through storywork. -- Margaret Read Macdonald * Western Folklore *
Archibald's research studies how people, including herself, live with their stories; moreover, how people can live well with their stories. [...] Here, stories are not material for analysis; they are not folklore with its implication of museum culture, and they are certainly not "data." Stories take on their own life and become teachers. [...] In her spiraling, iterative style, Archibald gets as close as any book I have found to a truly narrative pedagogy, as opposed to a pedagogy of narrative. [...] To stay with her writing is to experience how stories work in and on a life. -- Arthur W. Frank, University of Calgary * Canadian Journal of Sociology, Vol.33, No. 3 *
[The] author's self-reflection on the multiple roles she balanced as a researcher is appreciated, and her text serves as an excellent testimonial for the efficacy and successes of researchers working collaboratively with indigenous communities. -- M.A. Rinehart, Valdosta State University * Choice, Vol.46, No.01 *

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