Using Storytelling as a Narrative Pedagogy

By Christine Slade, University of the Sunshine Coast (USC)

What is the purpose of this pattern?
To provide a brief guide for educators wanting to introduce storytelling into their teaching practice and
outline an example of its use as a pedagogical approach that meets the need for interaction between
theory and practice through a dialectic process. Narrative pedagogies support students in critical
thinking, problem solving and application of theoretical concepts to current practice through a
facilitated learning process.
An Example of Using Storytelling
My first experience of using storytelling was as course coordinator/lecturer in a second and third year
course, Rural and Regional Sustainability, at USC in 2012 prompted by the fact that each week students
faced complex and often negative sustainability issues. They needed to hear contemporary and positive
stories to provide a balance. Two stories relevant to the class and wider sustainability context were
used as illustrated below:

During the lecture time, with pertinent power point slides in the background, I read excerpts of these
stories to the students whilst at times asking them to comment on what I had read through the use of
questions related to our course/weeks intended learning outcomes and theoretical concepts from
previous weeks. This process led to students participating in class discussions guided by myself.
Student feedback on their learning through this pedagogical approach included:

It links learning to the real word making the learning relevant and therefore more engaging.
Application of theoretical knowledge. One person can make a difference.
Very inspirational to learn sustainability isnt just a theory, but actually happens.
The stories give genuine accounts on how the issues we are focusing on affect people in rural and
regional communities

What do I need to begin using storytelling in my class?

Think about your purpose in using story-telling in the context of aligning teaching activities with
intended learning outcomes and assessment tasks. What do you want to achieve?
Develop a strategy of how you will use a story in the lecture or class setting e.g. you may focus
on particular dialogue or sections of the story and draw out discussion from the class about
those parts.
Prepare a set of questions you can use to stimulate class discussion to improve students
reflective practice and/or application of theory to real world scenarios.
Put graphics from the story, if available, into power point or on display for students to see while
story unfolds in order to enhance impact.
Once comfortable with the narrative pedagogical approach explore other ways to use stories
e.g. invite a guest who has a personal story to tell that relevant to your aims or use other genres,
such as poetry or songs.

Where can I find out more?

Story-telling is a form of narrative pedagogy developed significantly in the nursing discipline. See:
Brown, S, Kirkpatrick, M, Magnum, D & Avery, J 2008, A Review of Narrative Pedagogy Strategies to
Transform Traditional Nursing Education, Journal of Nursing Education, Vol. 47, No. 6, pp. 283-286.
Kirkpatrick, M & Brown, S 2004, Narrative Pedagogy: Teaching Geriatric Content with Stories and the
Make a Difference Project (MADP), Nursing Education Perspectives, Vol. 25, No. 4, pp. 183-187.