Life Lessons through Storytelling: Children's Exploration of Ethics

Acknowledgments

Acknowledgments There are many people who helped make this book possible. First I would like to thank Gregory Cajete, whose own book provided the inspiration for this one. I am deeply grateful to Regina Holyan for her assistance on every step of this project, from her guidance on interviewing to her insights on storytelling practices. It has been a privilege to work closely with her and to learn firsthand what it means to be a clear thinker who understands different worldviews and to effectively apply this perspective in conducting and reporting research. I also want to thank the Navajo and Kenyan storytellers and educators who provided a clear understanding of their storytelling traditions. Their responses have led me to rethink my own approaches to learning and doing research. I also want to thank the children who participated in the study for further opening my eyes to the multiple meanings of these “simple” tales. I am grateful to Patricia Coleman for her impressive storytelling skills and willingness to take on the roles of both storyteller and co-interviewer. In addition, I would like to thank Nicole Jones for her careful transcription of the interviews. I owe a special debt of gratitude to those who believed in the importance of this project even before it was on solid footing. My husband, David Duffee, understood the key themes early on, as did fellow sociologists Janet Enke, Tim Hallett, and Gerald Suttles. My friends Cathy Evans and Lee Irwin were equally supportive, helping me through some early challenges, and Regina Holyan’s initial counsel was invaluable. Without their ability to see where this project was headed, I might not have reached this finishing point. The project became richer and more enjoyable when a group of talented graduate students came together to collaborate on certain chapters and share ideas about storytelling and other educational xvii research. I especially want to thank Tiffani Saunders and Oluwatope Fashola for the contributions to chapter 6 and chapter 7, where they were instrumental in bringing out the interpretations of the urban children. The book also benefited greatly from the insights and comments of Reyna Uliberi, Cheryl Hunter, Mari Dagaz, Melissa Quintela, Deidre Redmond, Rachel Ernst, and Brent Harger. Members of the Sociolinguistic Seminar and the Gender, Race, and Class Workshop at Indiana University provided me with helpful feedback early on. I would especially like to thank William Corsaro , Judson Everitt, Emily Fairchild, Allen Grimshaw, Tim Hallett, Douglas Maynard, Janice McCabe, Sandi Nenga, Jenny Stuber, and Gerald Suttles. I benefited as well from dialogues with colleagues in other departments, especially John McDowell in folklore, William Hanson in classical studies, and Bradley Levinson and Christine Bennett in education. Colleagues at other universities also provided helpful counsel along the way, especially Barre Toelken and Annette Hemmings. Also, the students in my sociology class, Knowledge in Community, were enthusiastic participants in START (Storytelling as Reflecting Time), providing an example of how this study can be implemented. A book is only as good as those who help make it readable. I have many to thank in this regard. First, I want to thank my “sabbatical team” readers—Nina Holland, Stephanie Boneau, and Karen Miller—for shaping the book into one that is accessible to a large audience. Sister PB affirmed the importance of writing in a way that represented who I am, and Beth Lodge-Rigal’s class on Women Writing for (a) Change made that possible. I am fortunate to have an outstanding editor as a brother-in-law, Dan Duffee, who faithfully edited each chapter. My friend and Navajo language scholar, William Shetter, also provided feedback on each chapter and was particularly helpful with Navajo words and symbols. Kylea Asher and Janet Herbert, both former elementary school teachers, read it with an eye toward its usefulness for teachers. Finally, I am grateful to my editor, Linda Oblack, for seeing the potential of this approach to ethical dialogue and teaching in community. She, and the reviewers at Indiana University Press, gave me the needed encouragement to carry this project through to completion. Writing a book takes an enormous amount of time and energy. I appreciate the patience and flexibility of my friends and family who have also provided me with encouragement along the way. I am especially grateful to my husband, David, whose support has been invaluable. xviii • Acknowledgments Life Lessons through Storytelling ...