A rural school in the north-east of Scotland used storytelling as a means of helping students to understand their own and others’ values and beliefs.
Both Ghana and the north-east of Scotland have rich storytelling traditions, and students in S2 looked at trickster figures in each tradition. Trickster figures often break accepted values and norms, provoking a whole range of emotional responses. However, through subverting accepted rules, tricksters also enable people to become critically aware of the usually hidden codes of conduct. As such they offer a powerful insight into the beliefs and customs of another culture and can also help one to become aware of one’s own cultural horizon.
Stories can challenge accepted conventions and provoke discussion about desirable values.
This case study is taken from: The Global Dimension in the Curriculum, Learning and Teaching Scotland et al, 2001.
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Teaching resources: Find teaching resources based around story-telling
Local support: If you are inspired by this case study and would like to do something similar in your school, or are looking for ideas for developing the global dimension, why not contact your nearest Development Education Centre?
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