Listening for a Change creates opportunities for students and community members to develop skills that foster authentically caring communities. Conducting oral history interviews offers a unique way for individuals to overcome societal barriers and explore different cultures through listening, sharing stories, and discovering shared values. The following concepts and research have influenced our work and support our program model.
- Cariño– authentic caring within the school environment where students and teachers create more trusting and caring relationships
Valenzuela, Angela (1999) Subtractive Schooling, State University of New York Press, Albany. NY pp. 1-305
- Counterstorytelling – builds capacity to listen to multiple voices and the systemic understanding that there are innumerable sets of experiences and ways of thinking
Ladson-Billings, Gloria (2009) The Dream-Keepers: Successful Teachers of African American Children, Jossey-Bass, A Wiley Imprint, San Francisco, California pp. 1-225
Solorzano, Daniel G. & Dolores Bernal (2001) “Examining Transformational Resistance Through a Critical Race and Latcrit Theory Framework: Chicana and Chicano Students in an Urban Context,” Urban Education, Vol. 36, pp. 308-342
Nieto, Sonia (Nov 2010) Language, Culture, and Teaching: Critical Perspectives, Routledge Taylor & Francis Group, New York & London, pp.1-274
- Funds of Knowledge– personal assets developed through social, economic, and productive activities of people in a local region. Creating opportunities for students to explore their funds of knowledge fosters connection within the school setting.
González, Norma & Luis C. Moll (2002) “Cruzando El Puente: Building Bridges to Funds of Knowledge,” Educational Policy 2002, Vol. 16, No. 4, Crown Press, pp.623-641
González, Norma, Luis C. Moll & Cathy Amanti (2005) Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms, Lawrence Erlbaum Associates, Publishers, Mahway, New Jersey & London, England, pp.1-287
González, Norma, Luis C. Moll & Cathy Amanti (2005) “Introduction: Theorizing Practices,” Funds of Knowledge Theorizing Practices in Households, Communities, and Classrooms, Lawrence Erlbaum Associates, Publishers, Mahway, New Jersey & London, England, pp. 1-24
- Oral History Model – promotes dialogue, self-awareness, mutual understanding, connectedness, and historical and cultural perspective
Barclay-McLaughlin, Gina, Kershaw, Cheryl and Roberts, Dewey (2007) Cultural autobiographies and oral histories. Theory into Practice, 46(3), 222-229
Penyak, Lee M. and Duray, Pamela B. (1999) Oral History and Problematic Questions Promote Issues-Centered Education. Social Studies, 90(2), 68.