Oral History in the Classroom

Oral History Mainpage Oral Traditions: What They Are and Why They Are Important Documentation and Dissemination of Oral History References Back to Ms. McKeen's Homepage

“There is also a meaningful sense in which all earlier oral works are known only because they have been written down, usually by a literate member of that very society, possibly by the poet himself, an action that in itself may transform that composition to a greater or lesser extent.” -Jack Goody1 When bringing oral history into the classroom, we need to be aware that in studying oral histories we also must study the people from which the history or tradition comes. We must do this because their culture and who they are will affect the "content and direction of the narrative."2 Before looking at how to bring oral histories into the public school classroom, it should be stated that it is also vitally important to introduce and incorporate oral tradition and history into the classroom's where children of cultures that use oral traditions, such as the Aboriginals, are being taught. As these cultures begin to more heavily incorporate writing and other means of transfering history into the education of future generations, oral traditions are being lost. We, as educators, need to recognize the importance of oral traditions and strive to make sure that they are not lost on future generations. In some communities this loss of traditional knowledge is compacted by the fact that many children no longer speak they same language as their elders. The loss of language not only affects how the knowledge can be transferred but the authenticity of the knowledge itself. Translation takes away from traditional and true meaning. As traditional oral knowledge is lost, the role of elders in the community becomes more unclear and so even traditional social roles and structures are becoming lost.3 It is also important that we bring oral traditions and histories into the classrooms of public schools where the students may not come from cultures where this is the traditional means of passing on knowledge. One good reason for this is because there is so much valuable information in the world that is not written. Not only is the information important to our students, it is also important that students understand that this infomation exists and is valuable to them.3 One way in which you can introduce your class to the concept of an oral history is by having them record or collect one themselves. Sara Armstrong, from the San Francisco Center for Digital Storytelling, speaks with many educational groups about how to do this in a classroom. She explains to educators that having students record their own personal stories is "a powerful way for students to personalize their learning."6 (For more information about CDS see the Documentation and Dissemination of Oral History page). If students can experience first hand how powerful personal stories and oral traditions can be they will have a deeper appreciation for the oral traditions and histories they encounter. After introducing the topic and importance of oral traditions and histories into the classroom, our next task is to find and authentic means of introducing knowledge from cultures that use oral traditions. There are many reasons to do this, not the least of which is that this type of learning can more deeply engage students in the process of learning. There are several different avenues that can be taken to share this knowledge with your students. One way is through the use of text that transcribes an oral tradition that was dictated to the recorder. This may be more readily available but also in most cases will prove to be the most inauthentic. This is because not only is something lost in translation from one language to another, but we also lose the context in which an oral tradition takes place, and context is vitally important to oral tradtions. A more authentic way in which to share oral histories and traditions is through digital storytelling methods. By bringing in digital voice and/or video recordings for students to see, they are better exposed to both the person behind the knowledge, the context in which it is given and have the benefit of hearing it directly from those who practice it. As Bernajean Porter puts it, “digital storytelling takes the ancient art of oral storytelling and engages a palette of technical tools to weave personal tales using images, graphics, music and sound mixed together with the author’s own story voice.”4 Another, and in some ways even more authentic, way of incorporating oral traditions into the classroom is by integrating their methodology and practice into your own classroom teaching. Don't just teach about it, use it. One example would be to incorporate some of the practices of the Bantu ethnic group from Western Africa. In this culture, much information is passed through the generations in the form of riddles. This and other of their practices would incorporate well into the primary grades to engage students in the material they are learning and the subjects they are studying. This type of oral teaching can be incorporated into a variety of subjects, from social studies to math.5 Finally, in what is surely the most authentic method available, invite guests from cultures that use oral traditions into the classroom to speak with the students about their experiences, knowledge and practices. When this is not possible, correspondence through letters or digital media may be. You might be surprised at how willing different communities are to share their cultures and traditions. When we allow these people to tell their stories in their own words within the authentic context of teaching to a classroom we will get the truest picture of the importance and intricacy of oral traditions.   By incorporating the ideas, methods and knowledge that exists in oral traditions and histories into the classroom, we can inform our students and possibly make them better learners. We can engage them more fully in the subjects they are taught and in the world around them.