Education and Early Childhood Learning

The Many Stories Project

Share untold stories to understand who we are.

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In her TEDTalk “The Danger of a Single Story” (2009), Nigerian author Chimamanda Adichie proclaims, “stories matter . . . many stories matter.” Adichie goes on to suggest that human lives can never be fully captured by a single story. In 2013, five Grade 5 teachers in Portland, Maine, USA, led 72 learners in an investigation of culture, identity, perspective taking, family history, and the many roles and worlds they inhabit.

After watching the Adichie video, learners surveyed the contents of their school library to see which perspectives they might be missing. Among other things, the survey revealed that there were no (or very few) books about some of the learners’ countries of origin, such as Iraq, Sudan, and Somalia. Teachers invited learners to write their own untold stories to teach readers about who they were. First, teachers modelled reading a mentor text with learners to help them to understand what makes a good story, and then learners analyzed other books independently. They explored stereotypes in literature and how their own stories could make a positive contribution. Teachers introduced the use of metaphors and Venn diagrams to help learners understand the complexity of culture and personal identity. Finally, learners conducted and analyzed interviews with family members to inform their writing. Each learner was assigned a writing partner to provide feedback as the work progressed.

A major goal for the stories was that they share an aspect of the learner’s identity that would be instructive for others. Three questions kept learners grounded in the purpose of their writing: Why does this story matter to me? Why does it matter to my community? Why does it matter to the world? At the end of the project, the learners’ stories were published in a book, Our Many Stories, which they donated to the school and local libraries. (The book became a “bestseller” among the Grade 5 learners in particular!)

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Dimensions of Global Competencies in Action

Connection to Self

• Learners recognize personal interests, strengths, gifts, challenges, and opportunities to support their learning and well-being.
• Learners come to know factors that shape their identity.
• Learners reflect on personal decisions, effort, and experiences, and on others’ feedback for improvement.

Citizenship

• Learners recognize discrimination, principles of equity, and human rights in their world.
• Learners explore the interconnectedness of self, others, and the natural world.