The power of storytelling: transforming classroom engagement through decolonizing literacy practices

Abstract

This commentary explores the pedagogical role of stories within the expanded context of decolonizing pedagogy. An aspect of storytelling in addressing the Eurocentric literacy practices in a school setting is analyzed. Drawing on scholarship from Australia and Canada, this commentary examines pūrākau (Māori narratives grounded in genealogy and place) from Aotearoa New Zealand and Inuit oral traditions in achieving cultural identity, learner autonomy, and epistemic justice. The findings from the case analysis show that Indigenous storytelling improves involvement, academic performance, and cultural restoration, as it considers systemic obstacles, including tokenism, insufficient teacher training, and institutional opposition. Concentrating on ethical partnership with Indigenous communities, the study advocates storytelling as both a pedagogical means and an act of resistance. The analysis advocates for systemic educational changes that place Indigenous sovereignty above knowledge and community-designed curriculum.