the role of storytelling in understanding children's moral/ethic decision-making

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This article was downloaded by: [Simon Fraser University] On: 14 November 2014, At: 22:42 Publisher: Routledge Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered office: Mortimer House, 37-41 Mortimer Street, London W1T 3JH, UK Multicultural Perspectives Publication details, including instructions for authors and subscription information: http://www.tandfonline.com/loi/hmcp20 The Role of Storytelling in Understanding Children's Moral/Ethic Decision-Making Cheryl Hunter a & Donna Eder b a Hiram College b Indiana University Published online: 08 Dec 2010. To cite this article: Cheryl Hunter & Donna Eder (2010) The Role of Storytelling in Understanding Children's Moral/Ethic Decision-Making, Multicultural Perspectives, 12:4, 223-228, DOI: 10.1080/15210960.2010.527593 To link to this article: http://dx.doi.org/10.1080/15210960.2010.527593 PLEASE SCROLL DOWN FOR ARTICLE Taylor & Francis makes every effort to ensure the accuracy of all the information (the “Content”) contained in the publications on our platform. However, Taylor & Francis, our agents, and our licensors make no representations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of the Content. Any opinions and views expressed in this publication are the opinions and views of the authors, and are not the views of or endorsed by Taylor & Francis. The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Taylor and Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to or arising out of the use of the Content. This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden. Terms & Conditions of access and use can be found at http:// www.tandfonline.com/page/terms-and-conditions

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Page 1: The Role of Storytelling in Understanding Children's Moral/Ethic Decision-Making

This article was downloaded by: [Simon Fraser University]On: 14 November 2014, At: 22:42Publisher: RoutledgeInforma Ltd Registered in England and Wales Registered Number: 1072954 Registered office: Mortimer House,37-41 Mortimer Street, London W1T 3JH, UK

Multicultural PerspectivesPublication details, including instructions for authors and subscription information:http://www.tandfonline.com/loi/hmcp20

The Role of Storytelling in Understanding Children'sMoral/Ethic Decision-MakingCheryl Hunter a & Donna Eder ba Hiram Collegeb Indiana UniversityPublished online: 08 Dec 2010.

To cite this article: Cheryl Hunter & Donna Eder (2010) The Role of Storytelling in Understanding Children's Moral/EthicDecision-Making, Multicultural Perspectives, 12:4, 223-228, DOI: 10.1080/15210960.2010.527593

To link to this article: http://dx.doi.org/10.1080/15210960.2010.527593

PLEASE SCROLL DOWN FOR ARTICLE

Taylor & Francis makes every effort to ensure the accuracy of all the information (the “Content”) containedin the publications on our platform. However, Taylor & Francis, our agents, and our licensors make norepresentations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of theContent. Any opinions and views expressed in this publication are the opinions and views of the authors, andare not the views of or endorsed by Taylor & Francis. The accuracy of the Content should not be relied upon andshould be independently verified with primary sources of information. Taylor and Francis shall not be liable forany losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoeveror howsoever caused arising directly or indirectly in connection with, in relation to or arising out of the use ofthe Content.

This article may be used for research, teaching, and private study purposes. Any substantial or systematicreproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in anyform to anyone is expressly forbidden. Terms & Conditions of access and use can be found at http://www.tandfonline.com/page/terms-and-conditions

Page 2: The Role of Storytelling in Understanding Children's Moral/Ethic Decision-Making

Multicultural Perspectives, 12(4), 223–228Copyright C© 2010 by the National Association for Multicultural EducationISSN: 1521-0960 print / 1532-7892DOI: 10.1080/15210960.2010.527593

The Role of Storytelling in Understanding Children’s Moral/EthicDecision-Making

Cheryl HunterHiram College

Donna EderIndiana University

As students advance in their education, the use ofstories and specifically the process of storytellingoften wane from the central mode of learning to bereplaced with more didactic methods and content-driven applications. However, the use of storieshas remained a central component of moral/ethicseducation and continues to be used as a foundationfor values instruction. The process of storytellingcan be seen as a central component to under-standing how students comprehend and reasonout ethical ambiguities. This study examined thestorytelling event as it related to the process ofethical deliberation for upper elementary students.The findings reveal how storytelling offers a dis-tinct child-referenced perspective, presenting anopportunity for teachers to better understand thecomplexity of the particular child’s ethical world.Likewise, data show youth challenging simplisticmoral understandings, revealing the complexity oftheir daily ethical decision making.

Storytelling is inherent in the human experience.While there has been a tendency by researchers to focusupon the content of stories, studying the process ofstorytelling is critical for understanding how students usethe content of stories to exemplify insights to their ownlives and moral dimensions. Through the use of stories,young children make sense of the world surroundingthem. Young children often interject stories into theirplay which serves as a means of scaffolding—givingmeaning to information and helping students becomeaware of logic and sequences (Turner & Oaks, 1997). Thisresearch uses scaffolding as a framework for examininghow the process of storytelling in a classroom may

Correspondence should be sent to Cheryl Hunter, Hiram College,Department of Education, 6867 Wakefield Road, Hiram, OH 44234.E-mail: [email protected]

facilitate moral or ethical reasoning. Children may usestorytelling as a scaffolding process in making meaningand comprehending the complexities of their surroundingenvironment.

Literature

Stories possess interrelated evaluative and socialfunctions for the listener (Dyson & Genishi, 1994).Storytelling has the ability to create a relational construct,not just based upon characters in the story embedded inrelationships but through the relationship of the listenerto the characters themselves. Likewise, stories providecommentary upon significant life experiences and canbe understood as a means of “constructing and seeingone’s self in relation to others, appreciating difference,and evaluating ourselves” in relation to others (Dyson &Genishi, 1994, 238).

Brice Heath (1994) examined stories told by innercity youth and specifically the ways the stories reflectedthe youth and their personal relationships with others.She asserted that to use personal stories successfully,a classroom must be a safe place, and “adults mustnot offer their summative comments or elaborateon the moral implications of the stories of youngpeople” (217). Allowing children to maintain theirexpertise in their own lived-experience reinforces thatchildren’s contributions are meaningful and valid tothe conversation. In understanding how to act ethically,Simon and Olds (1976) explained that children need tounderstand the range of possibilities for action, that thereare consequences to actions and how to make choicesbased upon the awareness of options and consequences.The use of storytelling can offer a dramatic narrativethat not only stirs the emotions but also contributes tothe cognitive power of these emotions, making particularcontributions to moral learning (Winston, 1999). The

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ability for students to share personal experiencesis particularly relevant for moral/ethical education. Asmentioned earlier, if students are not allowed to share theirown personal life situations and have those experiencesviewed as a meaningful contribution in the discussion ofmorality, adults have little evidence of children’s moraldevelopment.

Conceptual Framework

Recognizing the value of storytelling in the classroom,research on moral education classrooms suggests thatstudents are missing the vital component of realisticmoral experiences through which they can demonstratetheir moral reasoning abilities. Students assert that theyare not being treated as “discriminating individualswith the ability to act,” especially when the instructorfollows a strictly cognitive-based vision as opposedto a more subjective and affected moral experience(Bouchard, 2002, 407). While children may be able toreason abstractly about the right thing to do, this does notnecessarily equate to the ability to handle moral situationsthat arise in their daily lives. The narrative approach formoral education serves to create a situation in whichthe individual student reasons through the process ofreflecting upon oneself in the place of a character thatone has thought of metaphorically (Bouchard, 2002).

The self-reflection process should produce an opportu-nity for understanding how youth approach moral/ethicaldecision-making. Using a narrative framework reflectswhat Wittgenstein described as the “language game.”Wittgenstein explained the “language game” as the useof personal stories that help explain meaning in a literarytext, eventually leading the reader to use the text toclarify their own experiences and views (Wittgenstein,1958). In this sense, the “language game” is in essenceusing narrative as a scaffolding process, one in whichthe reader’s personal experiences are used to understand,interpret, become aware of meanings within the text,which in turn lead to abstract connections from the textapplied to personal experience.

Research Design and Analysis

This research examined the process by which fourth-and fifth-grade students engage in ethical deliberationthrough storytelling. We studied students in two differentschool settings; a rural, homogeneous school and anurban, racially diverse school. The rural school is locatedin small, rural community with a population of 715and per capita income of $23,000 in the 2000 census.The community is almost entirely white and all but twostudents who participated in the study were white. The

urban school is located in the largest urban area of thestate with a population of 781,870 in the 2000 census.This urban area is 69% white, 25% black, and 6% other.The school is a magnet school, drawing from differentparts of the city and has a higher percentage of blackstudents than the city as a whole. The students whoparticipated in the study were 60% black and 40% white.

The study was open for all students in two classroomsof each school to participate in, conditional on studentand parental agreement. In both schools approximatelyhalf of the students in each of the four classrooms choseto participate. Altogether 45 students participated in thisschool. Interviews were conducted in groups of five tosix students—four group interviews from each of the twoschools.

The use of storytelling can offer adramatic narrative that not onlystirs the emotions but alsocontributes to the cognitivepower of these emotions, makingparticular contributions to morallearning (Winston, 1999).

Data were collected during small group discussionsin which Aesop’s fables were told by a professionalstoryteller. At the conclusion of each story, the researcherand the storyteller facilitated a small group discussionusing open ended questions that asked the studentsto personally reflect upon the story and the story’srelationship to their own lived experience.

Each group discussion was audio-taped, transcribedand initially read for emergent codes; codes that werenot predetermined but based upon language used by theparticipants. After the initial level of coding, the use ofAtlas ti qualitative analytic software (ATLAS.ti ScientificSoftware Development GmbH, Berlin, Germany) wasused to examine relationships between and amongdifferent code categories for emergent themes.

Findings

Storytelling offered students a forum for giving voiceto their own unique experiences through dialogue withfacilitators using open-ended questions. Questions thefacilitators asked did not attempt to solicit responsesthat were tied directly to the specific content of thestories but rather were open ended questions that soughtpersonal application of the content. Students offered

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multiple examples of how the fables reminded them ofpersonal experiences with family and friends. Whilethe experiences students offered were unique to eachstudent’s own lived experience, there were many instancesof commonly shared experiences where students shareda similar problem or difficulty.

Children’s Realities in Which EthicalDecisions are Made

Storytelling evoked students’ own stories in whichthey described their ethical decision making process.This demonstrated that students did not need to focussolely upon the fables; they had plenty of examples intheir own lives upon which to draw. Likewise, as studentsexpressed their own unique perspectives, they offeredan opportunity for adults to learn more about the child’sunderstanding of the world. In the following passage,students from the urban school discussed the moral “sparethe poor, and don’t hesitate to rely on the small,” from aclassical version of the fable “The Lion and the Mouse.”In this fable the mouse rescues the lion, which previouslysaved his life.

Donna: So what would the lesson be in this story?

Jackie: Like umm, like when somebody saves your life,you shouldn’t try to eat them—if it’s something that’ssmaller than you, you shouldn’t try to eat it.

Darlene: It’s like being a bully pretty much.

Jackie: Yeah, like in the high schools, they always try tobully you and stuff—take your lunch money and all that.

Donna: So how would you act differently when you hearthis story?

Jackie: I would have acted very—very nice, much morenicer and leave the mouse alone.

Darlene: I think the moral to this story is: If you payattention to the little, the little will repay you one day.And it might just be a lion.

Donna: Okay, and that’s kind of like the moral—I’ll readit again. Spare the poor, and don’t hesitate to rely on thesmall. Do you think that is a good moral for this?

Jackie: And like when, like if, if you’re—it’s just likewhat Devin said—if there’s a big old, like a grown up, ifit’s, it could be your life, and if it was somebody puttinga gun to you, that will really be your life. And umm whenthe cops come, they’ll try to run but they’ll get him. Thatwould have been your life right there, if they hadn’t pulledthe trigger. That would have been your life.

Jackie and Darlene relate the story to bullying. In usingtwo examples, high school students and grownups, bothJackie and Darlene connect bullying to relative size.

Jackie offered feelings of helplessness to the bullyingby describing and repeating how “it could be yourlife.” Notions of power and size were very salient tothese students within their own experiences, and equallynotable was that students were willingly bring thesepersonal experiences of powerlessness and inequality tothe discussion. The potential for adults to learn about theworld from the children’s perspective is considerable.Likewise, the conversations demonstrated a level of trustamong the adults and children. Within the storytellingsessions, the students offered unique examples of peerculture and an openness to challenge each other’s moraldecision making processes. Students from the urbanschool expressed how they would personally apply themoral lesson from the fable “The Wolf and the Crane.”

David: I would have been the crane and I would have justleft the bone in his mouth

Donna: Ohh//

Irene: I would have been the crane and just pecked him.

Donna: And you woulda what?

Irene: Pecked him.

Natasha: He probably woulda ate his family. The craneprobably didn’t know that the wolf probably ate some-body in his family.

David: (pause)

Natasha: If you would yell help and somebody said, “Ohwell I don’t want to help you,” would you like that? Wereyou just saying that you wouldn’t help the wolf?

David: I was gonna say something else.

Donna: What would you say to Natasha’s question, justout of curiosity?

David: Okay, what was the question?

Natasha: You said that you woulda left, left the bonein the wolf’s mouth. What if it was somebody that hadsomething stuck in their throat, and you said you wouldn’thelp them and then you needed help and they said theywouldn’t help you.

David: But I wouldn’t be pulling a bone out of a wolf’smouth.

Natasha: True, but ((laughs))

This passage demonstrated students’ willingness tochallenge each other’s application of ethical decisionmaking. Natasha challenged David’s decision to justleave the bone in the wolf’s mouth. She made themetaphor explicit by asking David to apply the lessonin a real life context. She then asked David to reflectupon how he would feel if someone chose not to helphim. While Natasha’s and David’s conversation ended

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with laughter, the passage showed students’ abilities tonot only recognize the application of the moral to a reallife situation but also the role peers play in collaborativediscussions, furthering each other’s ethical reflections.

Students Demonstrate Their OwnUnderstanding of Their Ethical Environments

The fable “The Wolf and the Crane” offered multipleopportunities for students to demonstrate the complexityof ethical reasoning and decision making. In the followingpassages students do not simply take a moral lessonoffered and directly apply it. Instead they challenged themorals. The following passages also reveal how somestudents regard stereotypes, rejecting global views thatdo not allow contextualization of ethical situations. In thefollowing passage from the rural school, students heardthe fable without the moral being given, and were thenintroduced to a moral as the conversation progressed.

Donna: Well here’s two morals that are sometimes givenwith this story, and see if you like either one. The firstone is: Those who expect thanks from others are oftendisappointed. What do you think about that moral?

Kathy: Umm, I think it kinda, yeah it kinda fits the story.

Donna: It does kinda fit.

Kathy: Kinda.

Lisa: But if they promise to give you something—if theypromise to give you a reward, then, I mean, I don’t seewhy you wouldn’t expect it.

Donna: Yeah, okay. So that doesn’t fit for you.

Lisa: Not for me.

Both Kathy and Lisa do not think that the moral theresearcher offered fit the story. The moral implied thathaving an expectation often ends in disappointment.Kathy was not convinced that this was the best repre-sentation of the story. Lisa furthered Kathy’s lack ofconviction by asserting that promises should be kept,or else “you may lose friends” (as she suggested laterin the conversation). She then made the argument thatif you are promised something; you should expect toget it. The complexity that Lisa offered should not beoverlooked. Expecting rewards for good deeds maynot be the best ethical motivation; however, the valueof promising something and keeping that promise isan ethical responsibility. Lisa suggested that keepinga promise was a different matter than just expecting areward for good deeds. Here the students demonstratedthat they were not simply connecting a moral theme toa corresponding moral within a story but instead wereproblematizing the moral concepts that arose. Lisa, in

particular, rejected the moral and instead questioned theethical decision to break a promise.

Students demonstrated an additional level of sophis-tication to ethical deliberation as they questioned theinterviewer and fellow classmates. In the followingpassage, one rural student questioned his own process ofethical reflection while discussing the fable “The Lion’sShare” and a possible moral “might makes right.”

Donna: You don’t share?

Andy: No, it wasn’t me.

Donna: Oh.

Andy: See, my family, it was me, my brother and mymom. My dad was out of town working on the tanks, andmy dad was out of town and my big brother he kept takingall the food. We were having pizza and the last piece ofpizza I called it was mine, and he got there and took it.

Donna: Okay, there’s a case of somebody who didn’tshare.//

Andy: And I hit him and took it from him.

((A few lines later.))

Andy: Uhh, because he’s [the author] making lions seemselfish because people are scared of lions//

((Several lines later.))

Andy: Cause people are scared of lions, and they thinkthey’re bad animals and they hurt people. He’s[the author]making them think more of that, but it’s not true . They’rejust trying to defend their selves.

In this passage Andy related a personal experiencewhere his older brother took the last piece of pizza anddid not share it with him. His reaction to his brother’saction was to physically hit him and take the pieceof pizza. Interestingly, a few moments later he madea comment about lions hurting people because lions“defend their selves.” He suggested that people thinklions are mean because they hurt people, but in realitythe animal was simply being defensive. These commentsof lions being physically aggressive as a result of lionsdefending themselves comes directly after he describedhitting his brother and taking back what he perceivedwas his piece of pizza. Andy was offering an explanation(defending oneself) of a seemingly immoral action(hurting someone).

As the conversation continued, the interviewer askedif the moral “might makes right” fit with the fable theyhad heard. Andy offered an explanation of what “mightmakes right” potentially means and how it might fitwithin the context of the story.

Andy: It means if you use might and be nice and share,it’ll be right.

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Donna: Or it could mean, if you’re mighty, like the lionwas, whatever you do is right. Just by virtue of//

Andy: But he wasn’t being right.

Here Andy was considering the complexity of an ethicaldecision. He qualified the use of might (if you’re mightyand you share then you are right). This is not the traditionalexplanation of the moral, “might makes right” and theinterviewer countered with the traditional interpretation.Andy recognized that the lion was not “being right” whenhe responded to the interviewer. Andy demonstrated howhis own understanding of an ethical notion related to thestory. As the conversation continues he begins an internaldebate with himself.

Donna: What would you give for a moral?

((A few lines later.))

Andy: That lion’s mean.

Donna: The lion’s mean? Okay//

Andy: That lions mean.

Donna: Does anyone else have a way to sum up the storywith a lesson?

Andy: ((quietly to himself)) People think lions are meanbut they’re not.

Andy: ((To Donna)) Are lions mean?

Donna: I don’t think so, I think you are right, that theymight be just trying to show//

Andy: All they do is they defend themselves.

Andy began a debate with himself about whether or notlions are mean. He said to himself, “people just think lionsare mean” and then turns to the facilitator to question hisinterpretation. Throughout these passages Andy wrestledwith a complex ethical ambiguity: Where is the linebetween defending yourself and hurting someone else?

Both Lisa and Andy demonstrated how studentsunderstand and grapple with ethical ambiguities. Theyoffered sophisticated explanations that challenged thenotion that an ethical decision has a clear and obviousoutcome. Andy questioned notions of stereotypes—notjust the specific adult-focused moral to the story—andthinks through how he might reject a “global view,”such as lions being mean. Both students challenged thefacilitator to explain and offer answers to their questions,elucidating that students recognized the complexity ofethical deliberation.

Discussion

The emergent themes from this research explorehow the process of storytelling in the classroom can beused to scaffold moral/ethical deliberations. First, thestorytelling process and facilitation offered complexityand multi-dimensionality to the discussion of ethicalissues because students were asked to place themselvesinto the context of the story. Students demonstrated theirown interpretations of the context as it applied to theirdaily lives. It cannot be generalized how students willinterpret and relate to individual stories because studentinterpretations and understandings of the morals weredrawn from their own experiences. However, examplesstudents used allowed facilitators to glean new insightsinto the children’s complex ethical dilemmas and howthey reasoned through them. This is a benefit to the useof storytelling in the classroom; the complexity inherentin storytelling allowed for interpretation. Studentsinterpreted their own meanings—those meanings thatwere most relevant to their personal experience and mostclosely related to their own personal ethical deliberations.This interpretation by the students then provided insightsfor facilitators and teachers to better understand howthe students applied ethical reasoning in their everydayexperiences.

However, storytelling as a vehiclefor students to bring personaldilemmas into the classroom begsan important question: How andin what ways are researchers andteachers reflective in regards tothis responsibility; theresponsibility of addressinginequality in children’s lives?

Secondly, the data offer multiple examples of chal-lenging relationships, specifically offering examplesfrom family relationships and examples of inequality.The themes offer insights into how students engage inmoral reasoning, specifically addressing their concep-tions of fairness and equity within social constructionsof size/power. These storytelling sessions gave studentsa vehicle for voicing personal problems and challenges.However, storytelling as a vehicle for students to bringpersonal dilemmas into the classroom begs an importantquestion: How and in what ways are researchers andteachers reflective in regards to this responsibility; the

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responsibility of addressing inequality in children’s lives?This question requires further exploration.

Storytelling taps emotion and memory in a waythat is vital in teaching. While this emotion can be animportant pedagogical resource, it should be balancedwith encouragement of further reflection. As researchersand educators, it is vital to consider how best to supportchildren when they bring their personal stories ofinequality into the classroom. For example, what trainingdo teachers have or need in preparing for their role asmoral educators? These, and previous questions, shouldlead us to further inquiry that examines how to educatestudents to engage in ethical dialogues and reasoning. Inaddition, further exploration is needed into ways adultsin schools can support students as they bring their livedexperiences describing moral growth into the classroom.

One of the students from the urban school asked at theend of a discussion: “Can we practice doing a storytelling,can we make up, can we bring our own stories that we’remakin’ in class and can we read them out?” As we haveseen, the use of storytelling often evokes students torespond with their own stories in which they describe

their ethical decision making process. It appears thatit also taps a desire to be storytellers and contribute inmeaningful ways to classroom learning.

References

Brice Heath, S. (1994). Stories as Ways of Acting Together in Dyson,A., and Genishi, C. The need for story: Cultural diversity inclassroom and community. National Council of Teachers, Urbana,IL.

Bouchard, N. (2002). Narrative Approach to Moral Experience UsingDramatic Play and Writing. Journal of Moral Education, 31(4),407–422.

Dyson, A., & Genishi, C. (Ed.). (1994). The need for story: Culturaldiversity in classroom and community. National Council ofTeachers of English, Urbana, IL.

Simon, S., & Olds, S. (1976). Helping your child learn right fromwrong: A guide to values clarification. New York: Simon andSchuster.

Turner, T., & Oaks, T. (1997). Stories on the spot: Introducing studentsto impromptu storytelling. Childhood Education, 73(3), 154–158.

Winston, J. (1999) Theorizing Drama as Moral Education. Journal ofMoral Education, 28(4), 459–471.

Wittgenstein, L. (1958). Philosophical investigations. Cambridge, UK;Basil Blackwell & Mott.

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