All great literature is one of two stories; a man goes on a journey or a stranger comes to town.
― Leo Tolstoy
Two weeks ago Learning Exchange’s Seniors Thrive initiative added one more project to the portfolio. It’s called Seniors’ Storytelling Class and its goal is to supplement regular conversation program with speaking and writing activities that scaffold storytelling for seniors who are learning English as an additional language. I am leading the project together with my university buddy Zhaoying, who is a master’s student at our faculty.
We meet once a week for 75 minutes during which we read stories and articles about the value of storytelling, share our life stories, favourite fables and fairy tales from all over the world. After each session participants get a prompt to take home and are asked to write a story based on the prompt. Some stories are five sentences long and some are five pages long! As the project progresses we plan to add multimodal storytelling – pictures and photos to supplement the texts that participants are sharing.
When I was conceiving this project, I found these two resources: a step-by-step guide for teaching storytelling from Storytelling Arts of Indiana and a curriculum on learning about race and racism through storytelling and the arts from Barnard College. Both resources have served as a great inspiration and encouragement that storytelling is a powerful tool to address complex issues. They show that by recognizing the power of a story and valuing the stories that learners choose to share, educators can not only advance their own understanding of the lived experiences of the learners, but also empower the learners to challenge status quo and create a better future for their communities.
Storytelling is one of the oldest forms of creating knowledge and one of the most accessible vehicles to spread this knowledge around. When working with immigrants, especially senior immigrants who harbour myriads of experiences, memories, and testimonies, storytelling becomes a way to value the wisdom that these learners bring to the class. Thus, the learners are recognized as knowers and producers of new knowledge. They shape the progression of the class by sharing their stories and building upon each others’ narratives. Thus, learners take charge and grow as agents of their own learning.
Our project is in its early stages and we have a long way to go. In the end, we will publish a chap book of our stories and present it along with the photo story of our storytelling journey!