Leveraging storytelling and digital artifacts to design social justice curriculum in urban communities

Authors

Kari Goin Kono, Portland State UniversityFollow
Sonja Taylor, Portland State UniversityFollow

Keywords

storytelling, digital learning, culturally sustaining pedagogy, identity, community wealth, universal design for learning

Abstract

Many students in Portland’s schools face racism and other forms of discrimination on a daily basis. Storytelling is a practice that is fundamental across all cultures and provides a vehicle that students from all backgrounds can access as a mechanism for engaging in the development of their academic identity. This article shares about how a digital workbook assignment was designed as an outlet for student self-expression dealing daily with racism and prejudice related to systems of oppression in education and the rapidly changing and evolving life of a city.

DOI

10.15760/nwjte.2022.17.3.22

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.

Persistent Identifier

https://archives.pdx.edu/ds/psu/38824

Recommended Citation

Goin Kono, Kari and Taylor, Sonja (2022) "Leveraging storytelling and digital artifacts to design social justice curriculum in urban communities," Northwest Journal of Teacher Education: Vol. 17 : Iss. 3 , Article 22.
DOI: https://doi.org/10.15760/nwjte.2022.17.3.22