Phillips, L.G. (2012). Emergent motifs of social justice storytelling as pedagogy. Storytelling, Self, Society, 8, 108-125.
Stories give children access to the world via their senses and through poetic knowing. As a consequence of her storytelling practice with a class of young children, Louise discusses how their active citizenship was not only provoked, but promoted. The emergence of specific motifs and their corresponding folktales were used to develop a living theory of social justice storytelling as pedagogy.