Recollections and Representations of Folk in the Classroom: Teacher Perspectives

Abstract

Using narrative analysis, critical pedagogy, and employing a phenomenological approach, this paper explores the experiences and perspectives of its co-researchers regarding their recollections of folktales and responses to a collection of Caribbean folk narratives. The paper also shares the voices of five educators regarding how similar folk narratives might be incorporated into the classroom. The results support the increased use of folk narratives in the classroom. The authors assert that the use of folk narratives offers a means of increasing student engagement, positive identity, and a sense of community, and enhanding learning among participating teachers and learners.