Abstract
What can curriculum do? When faced with a global pandemic, lockdowns, and virtual learning, I began working with Roger Thurow and the Hunger Solutions Institute to create an ELA curriculum focused on hunger in 2020 called Learning Through Storytelling. Through the narratives of hunger that Thurow tells in his books and in the Wall Street Journal, I wanted to explore more about the story of hunger and how the use of stories could influence the work of teachers in a tumultuous moment in history. Not only this exchange of stories, but also the stories that teachers and students might put together after participating in the curriculum as well as how could we collectively meet the needs of our students. To do this, I implemented narrative inquiry methods to answer the questions, in what ways do 9-12, public school teachers describe their community’s story surrounding hunger? and how do 9-12, public school teachers report the experience of teaching curriculum within the current context? I conducted semi-structured interviews as well as guided, weekly journal prompts to collect data on how teacher participants used LTS as a curriculum to address hunger.
Author Information
Gail Harper Yeilding, Auburn University, United States
Paper Information
Conference: IICAH2023
Stream: Teaching and Learning
This paper is part of the IICAH2023 Conference Proceedings (View)
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To cite this article:
Yeilding G. (2023) Learning Through Storytelling: Supporting Teachers With SDG2 Resources in a Time for Building Resilience and Hope ISSN: 2432-4604 – The IAFOR International Conference on Arts & Humanities – Hawaii 2023 Official Conference Proceedings (pp. 241-256) https://doi.org/10.22492/issn.2432-4604.2023.20
To link to this article: https://doi.org/10.22492/issn.2432-4604.2023.20
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