Choosing Folk Tales for an Inclusive Curriculum: Enhancing Diversity in Modern Classrooms

Incorporating folk tales into the curriculum can be a powerful tool for promoting inclusivity and reflecting the diversity of modern classrooms. Folk tales, as traditional stories passed through generations, offer rich cultural insights and moral lessons that resonate with various age groups. When carefully selected, they can help students appreciate cultural diversity, foster empathy, and develop a global perspective.

Criteria for Selecting Folk Tales

Cultural Representation: Choose folk tales from a wide range of cultures, ensuring representation from all continents and major cultural groups. For example, “Anansi the Spider” (McDermott, 1972) from West African folklore can introduce students to African storytelling traditions, while “The Tale of the Bamboo Cutter” (Unknown author,  c. 800) from Japan offers insights into East Asian mythology.

Themes of Universal Values: Select stories that highlight universal values such as kindness, honesty, and courage, which transcend cultural boundaries. This helps students find common ground and appreciate the shared human experience. For instance, “The Lion and the Mouse” (Aesop, c. 600BCE) from Aesop’s fables teaches the value of kindness and mutual aid.

Age Appropriateness: Ensure that the complexity and content of the folk tales are suitable for the age group being taught. For younger children, simple and visually engaging stories like “The Little Red Hen” (Mapes Dodge, M. 1874) can be effective, while older students might appreciate more complex narratives like “The Ramayana” (Valmiki c.200BCE) from Indian epic literature.

Language and Accessibility: Choose stories that are available in translations appropriate for the reading level of the students. Additionally, consider versions that include illustrations or multimedia resources to enhance comprehension and engagement.

Reflecting Contemporary Issues: Incorporate folk tales that address contemporary social issues such as gender equality, environmental conservation, and social justice. For example, the Native American tale “The Woman Who Outshone the Sun” Cruz Martinez, A., 1991) explores themes of environmental stewardship and respect for nature.

Examples of Folk Tales for Different Age Levels

Early Childhood (Ages 3-7) 

“The Ugly Duckling” by Hans Christian Andersen: A story about personal transformation and acceptance, suitable for discussing self-esteem and kindness.

“The Mitten” by Jan Brett: A Ukrainian folk tale that introduces concepts of sharing and cooperation.

Elementary School (Ages 8-12)

“Mufaro’s Beautiful Daughters” by John Steptoe: An African tale that teaches about beauty, jealousy, and kindness, offering a perspective on African cultures.

“The Wise Little Hen” from Russian folklore: A story about hard work and the rewards of diligence, providing a glimpse into Russian traditions.

Middle School (Ages 13-15)

“The People Could Fly” by Virginia Hamilton: An African American folktale that speaks to resilience and hope during times of oppression, important for discussions on history and racial equality.

“Tales of the Arabian Nights”: Stories such as “Ali Baba and the Forty Thieves” that introduce Middle Eastern culture and the art of storytelling.

High School (Ages 16-18)

“The Epic of Gilgamesh”: One of the oldest known stories, this Mesopotamian epic can be used to discuss themes of friendship, mortality, and the human condition.

“One Thousand and One Nights”: Tales such as “The Fisherman and the Jinni” that offer rich cultural insights and moral lessons, suitable for in-depth literary analysis.

Implementation Strategies

Cultural Context Discussions: Begin with a discussion about the culture of origin for each folk tale, providing historical and social context. This helps students understand the background and significance of the stories.

Interactive Activities: Use drama, role-playing, and art projects to bring the stories to life. For example, students can act out scenes from “The Epic of Gilgamesh” or create illustrations for “The People Could Fly.”

Comparative Analysis: Encourage students to compare folk tales from different cultures, identifying common themes and unique cultural elements. This fosters critical thinking and cultural appreciation.

Cross-Curricular Connections: Integrate folk tales into various subjects such as history, social studies, and language arts. For instance, use “The Ramayana” to explore ancient Indian history and literature.

Conclusion

Selecting folk tales for an inclusive curriculum requires thoughtful consideration of cultural representation, universal values, age appropriateness, language accessibility, and contemporary relevance. By carefully curating these stories, educators can create a diverse and inclusive learning environment that celebrates the richness of global traditions and fosters a deep appreciation for cultural diversity.

References

Hamilton, V. (1985). The People Could Fly: American Black Folktales. New York: Knopf.

Steptoe, J. (1987). Mufaro’s Beautiful Daughters: An African Tale. New York: Lothrop, Lee & Shepard Books.

Andersen, H. C. (1844). The Ugly Duckling.

Gilgamesh, The Epic of Gilgamesh. (c. 2100-1200 BCE).

Brett, J. (1989). The Mitten. New York: G.P. Putnam’s Sons.