The impact of narrative-based learning in classroom

ABSTRACT

Narrative and story play a central role in cognitive and cultural development of children. In this article, I explore a narrative-centred pedagogy used to address the teaching and learning concerns of my pupils from Helena infant school, Zimbabwe. I document how, as a novice teacher, I deployed narrative learning in my teaching of English as a second language and I discuss both story and narrative as a methodology that offers a curriculum relevant for my learners. As well as outlining the features of narrative as constructivist learning, the article draws from African education theories in order to argue for narrative pedagogy as a method that is very responsive to African oral-based teaching and learning approaches and behavioural styles. I explore how our enactment of story and narrative pedagogy in the classroom offered an opportunity for adequate education and language acquisition in my class. The fundamental hypothesis is that by focusing on narrative and story-centred learning we can foster learning environments that elevate the power of culture, connection-forming and meaning-making, which ensure learners achieve academic success when learning English.

KEYWORDS:

• Narrative pedagogy
• process drama
• teaching
• learning
• class
• play

Disclosure statement

No potential conflict of interest was reported by the author.

Notes on contributor

Chipo J. Marunda-Piki serves the field of the Arts as an Educator and researcher in Africa. With a passion for Drama and Education, Chipo is constantly looking for ways to improve her practice as a teacher and provide opportunities for non-drama teachers to deploy drama strategies in teaching and learning.