Emily Walker | Storytelling matters – now more than ever

Stories stick with us, shape us, and teach us.

That is why stories are the most valuable resource we can give all students. Written stories are powerful, but oral stories are even greater because books are not always as accessible. Oral storytelling is and offers another source of enrichment.

Stories are a gateway to people, places, and the planet. It is an integral tool for making sense of what is happening in our lives, especially now that we are all facing climate change and its impacts. Storytelling allows us to contextualize the reality of what we are experiencing, which means grasping and working through disasters, conflicts, and disparities associated with climate change. We can use storytelling as a tool for processing students’ own experiences and understanding of climate change and empathy and even action.

In the classroom, the pragmatic benefits of storytelling range from improving listening skills to building a sense of classroom community – https://www.edutopia.org/blog/storytelling-in-the-classroom-matters-matt.... Which is why if we put storytelling at the centre of learning, especially in the classroom setting, the possibility of connection, understanding, and agency for students is exponentially increased.

Agency leads to activism which then provides a further sense of empowerment that fosters yet more motivation. After all, we want students to feel powerful, their voices heard, and give them skills that make them successful beyond the walls of the school building. Activists are mobilisers. They engage the world in new ways. Once students get a taste of that it can be enlightening, and it is hard to put it back in the bottle. We are creating future leaders and problem solvers - all through the simple act of telling stories.

PIVOTAL ROLE

Storytellers like Amina Blackwood Meeks play a pivotal role in inspiring young people to take action by making environmental issues relatable and engaging through the power of books. Amina’s stories are rich in cultural heritage and draw in listeners through her vivid imagery as well as connection with writing that makes complex topics, like climate change, accessible and emotionally resonant. She is able to embed important messaging in relatable words that empower young listeners to see themselves as active participants in the story of our planet’s future. The listener feels motivated by the message. In her book, Don’t Hurt That Bird, a young boy learns from his grandfather that everything is connected, which highlights the familial roots and the respect we once held for the Earth. Her approach leaves the reader wanting to foster the same type of bond with nature and underscores the responsibility the next generation has to do this.

In the classroom, teachers can become storytellers by incorporating similar techniques. They can use stories to create memorable lessons that highlight the importance of environmental stewardship. Integrating personal anecdotes, local folklore, or creating narratives around scientific concepts can make the subject matter much more engaging.

Encouraging students to share their own stories about nature and their environment can also encourage a sense of ownership and motivation to take action. By making storytelling a central part of environmental education, teachers can inspire the next generation to become passionate advocates for the Earth.Why? Because activism matters. Whether you are advocating for yourself, others, or the planet. It is a necessary skill.

FIRST STEP

How do we take the first step to bring this into the classroom? Simply start sharing personal narratives and stories. Create time and space for peer talking and sharing. five minutes a day. It starts with the teacher constructing a specific space in the schedule for storytelling, specifically connecting with the environment.

When I was in the classroom, I would start every lesson with a story that laid the groundwork for the lesson. It got students asking questions and thinking about the topic even before they knew what they were learning!

The classroom needs more active learning and less passive learning. Furthermore, students need connection. Connection leads to inspiration, which leads to action.

When we create a space that embraces the diversity of its participants and values the input of others, that magic, known as change, happens. It is the only way we can save the planet and each other. We need to invest in our youth, and one way to do that is to create more space for storytelling in climate education specifically, which is why I believe that sharing is the greatest tool we can give our youth to inspire activism.

Emily Walker, is education coordinator at EARTHDAY.ORG. Send feedback to walker@earthday.org and columns@gleanerjm.com.