Rebecca Gillman and two colleagues from the International Community School of Addis Ababa in Ethiopia just designed a unit in their grade 9 English Language & Literature classes around story circles and deep listening.

After redesigning the entire curriculum of the grade 9 English class this year, some common themes surfaced including one theme about our “storied pasts” and how our experiences shape our identities. This theme was evident right from unit 1 at the start of the year; students explored poetry and responded to poems that resonated with them and connected in some way to their “storied pasts”.

Later in the year, when students read William Kamkwamba’s book The Boy Who Harnessed the Wind, they investigated what it means to be an innovator and what conditions converge to inspire innovation. Again, the idea of “storied pasts” surfaced as students researched Kamkwamba’s life journey.

In the final unit of the year, the grade 9 English team decided to do a deep dive into stories. They invited community members (teachers, leaders, school staff and community partners) to participate in story circles with grade 9 students.

Inspired by the work of Narrative 4 and Darla Deardorff (specifically, her protocol for story circles for intercultural understanding), Rebecca designed the experience in two rounds. In the first round, students were paired with a community member and they each shared a story. In round two, partner pairs joined together in circles of 6-8; each person shared their partner’s story using a first-person perspective.

Through sharing stories, the students made deep connections with so many community members from varied backgrounds and experiences. Rebecca says there was a palpable energy in the room; students and adults alike were fully engaged and connecting in meaningful ways.

To reflect on the experience, students created stories to capture what happened and what they learned and felt. They shared these stories in a variety of forms, from written accounts to podcasts and digital stories. Here is a link to an overview of the summative task as well as one student’s written story and another’s podcast.

“A month after the story circle event, we had some community members from Mekedonia, a community partner across the city, come to our campus, and I asked the students to share their stories back to the people who had participated,” says Rebecca. “It was so powerful. The men from Mekedonia had never had their stories validated in such a way before. There were tears and emotional responses. It was clear that this was a deeply important experience.”

A student reflected on the impact of the story exchange and story circle: “I think storytelling is a fundamental part of who we are as humans. I think that by doing these circles, people’s eyes are opened to a less self-centered view of life. Not only are our perspectives open when we are in the circles, but it also makes people more aware of the people around us and their lives. After leaving the circles I felt a sense of duty to get to know all the people I interact with on a deeper level. Storytelling is a way of connection that can go towards healing the distance between people and these connections are what shape a hate-free, and happy world.”

Check out the video interview with Rebecca (below) to hear more about this deep listening experience that embodies the essence of service learning and active global citizenship. The “action” in this example is deep listening and relational connection, a vital foundation for everything we do with community partners.

Photos from the story circles at the International Community School of Addis Ababa.