This article focuses on the concept of "letter" in oral folklore. The main research material is examples from the older folk songs of Seto, where a letter, a book and other items referring to literacy are mentioned. Texts under consideration are poetical and the meaning conveyed in them is not always very clear. The term…

Indigenous oral narratives are an important source for, and component of, Coast Salish knowledge systems. Stories are not only to be recounted and passed down; they are also intended as tools for teaching. Jo-ann Archibald worked closely with Elders and storytellers, who shared both traditional and personal life-experience stories, in order to…

In this article, the author proposes to offer the narrative "The Boy Who Could Not Understand" for review and criticism as a manifestation of Native philosophical organicism. It is his contention that the tale represents a form of Native auto-criticism resulting from experiential encounters with youth who had returned from white boarding schools.…

Six traditional Yup'ik stories are presented in Yup'ik along with English word-for-word translations. Five of the selections are traditional Yup'ik myths or legends called "qulirat"--stories that have been transmitted from generation to generation and often have supernatural elements. The sixth is a personal account of life in a…

"Traditional Literature" is defined by Carl M. Tomlinson and Carol Lynch-Brown in "Essentials of Children's Literature (Allyn and Bacon, 2001) as "the body of ancient stories and poems that grew out of the human quest to understand the natural and spiritual worlds and that was preserved through time by the oral tradition of storytelling before…

This paper discusses the concept of Bulgarian national mythology, a secondary mythology that emerged around the late 18th century based on the fundamental opposition Chaos-Cosmos, near-far, up-down, good-evil, God-Satan, and human-non-human. The new mythology redefined self-images and images of the Other, the main figures, and narratives about…

As an instructional tool, folk literature can foster literacy, promote cultural awareness, and create connections with the content areas. Yet few resources provide background about folk literature and how to use it your classroom. "Happily Ever After" fills this gap with a reader-friendly collection of articles that define folk literature and its…

Suggests that studying myth, and what it can tell of the history of people's perceptions of values, will provide a basis for future growth. Provides various examples from literature that define myth and relate the power of myth in modern society. (AEF)

The stories published in this book are the result of a collaborative effort of the elders of the village of Tununak (Alaska), the Lower Kuskokwim School District, and school staff and students. The stories were told in Yup'ik by elders at various school and community gatherings. The book is divided into seven sections: (1) hunters and animal…

The design of this curriculum project allows teachers to introduce the rich Indian culture in a non-threatening way to learners who struggle with writing material. It was initially developed for special education students who read and write significantly below grade level. Some of the project's lessons include showing the students artwork and…

This guide emphasizes the inclusion of traditionally under-represented cultural groups by recognizing calendar events of multicultural significance. The approach presumes that activities centered in the cultural understandings and experiences of diverse students encourage general student involvement and build critical thinking skills. Strategies…

Argues that the inclusion of ethnic folktales into a social studies unit can reinforce stereotypical assumptions unless it is balanced with accurate and insightful social and cultural instruction. Summarizes and discusses a number of Latino folktales and how they could be used as springboards for appropriate instruction. (MJP)