Storytelling in Schools
How Does It Get Into My Imagination?: Elementary School Children’s Intertextual Knowledge and Gendered Storylines
Gender and Education; v11 n4 p427-40 Dec 1999
by Elizabeth Yeoman
Keywords: elementary school, consciousness raising, gender considerations, critical thinking, teacher education
Case study of children's responses to stories used poststructuralist theory to examine how students used their intertextual knowledge to understand and produce disruptive stories regarding gender by presenting unexpected characterizations, plots, outcomes, or details. Examined stories that disrupt conventional storylines about gender and explores ways of broadening children's intertextual knowledge and enhancing their ability to read and write critically.
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