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Articles
Embracing the Choque: Pedagogical Disruptors in Folk Dance Instruction
Kiri Avelar and Roxanne Gray | Originally published in 2024
Son Útiles: Learning from Manito Sheep Culture
Vanessa Fonseca-Chávez and Patricia Perea | Originally published in 2024
Teaching to Disrupt the Narrative of Presence: Multicultural Migrations to the Great Plains
Phyllis M. May-Machunda | Originally published in 2024
Places, Words, Stories: Tracing Migration Pathways
Michelle Banks and Sojin Kim, Guest Editors | Originally published in 2024
Finding a Second Jia (Home): Language, Culture, Identity, and Belongingness from an International Student’s Perspective
Xinhang Hermione Hu | Originally published in 2024
Hearing Home Through a Podcast of Asian American Tales
Fariha Khan, Margaret Magat, Nancy Yan, and Juwen Zhang | Originally published in 2024
From the Printed Page to the Concert Stage: Migrant Poetry and Labor Songs as Public Folklore
B. Marcus Cederström | Originally published in 2024
The Dzaleka Art Project: A Community-Based Documentation Project in a Malawian Refugee Camp
Lisa Gilman | Originally published in 2024
Manzanar, Diverted: Confluences of Memory and Place
Ann Kaneko | Originally published in 2024
Flood of Memory: Navigating Environmental Precarity Through Folklore and Filmmaking
Maya Castronovo | Originally published in 2024
Connecting Themes and Stories: How to Use the West Virginia Folklife Collection in the Classroom
Jennie Williams and Emily Hilliard | Originally published in 2023
This article includes Classroom Connections
A Future from the Past
David Swenson, Rebecca Engelman, and Troyd Geist | Originally published in 2023
This article includes Classroom Connections
OurStoryBridge: Expanding the Role of Primary Sources in the Classroom
Kelly Bartlett, Jery Y. Huntley, and Janelle A. Schwartz | Originally published in 2023
Ethnographic Collections in the Classroom: Teaching Research and Composition Through Community-Centered Archives
Katherine Borland, Danille Elise Christensen, and Jordan Lovejoy | Originally published in 2023
This article includes Classroom Connections
Teaching with Folk Sources Project Introduction
Alexandra S. Antohin, Journal of Folklore and Education Guest Editor | Originally published in 2023
Centering Classroom Use for Ethnographic Sources with Folk Sources CMS
Andy Kolovos, Vermont Folklife and Sarah Milligan, Oklahoma Oral History Research Project | Originally published in 2023
Teaching with Folk Sources, Unit 1
User Guide to Teaching with Folk Sources
Lisa Rathje | Originally published in 2023
This article includes Classroom Connections
Gateways to Folklife and Oral History Sources
Alexandra S. Antohin, with Teaching Tips by Kathleen Grady, White River School; Mary Rizos, Rivendell Academy; Don Taylor, Main Street Middle School; and Joe Rivers | Originally published in 2023
Learning Through Listening, Unit 2
Thinking Geographically with Museum Collections
Vanessa Navarro Maza, HistoryMiami Museum | Originally published in 2023
Learning Through Observation and Museum Collections, Unit 3
Using Primary Sources to Foster Difficult Dialogues
Shanedra D. Nowell and Robin R. Fisher, Oklahoma State University, School of Teaching, Learning, and Educational Sciences | Originally published in 2023
Challenging History, Unit 5
Time, Temporality, and Entanglement in the Face of Parallel Realities
Cory Wright-Maley | Originally published in 2022
Riding with James: More Than a Map
Ashley Minner | Originally published in 2022
This article includes Classroom Connections.
“I'm a fellow traveler on a religious journey”: A Conversation with Kevin J. Burke
Bretton A. Varga and Kevin J. Burke | Originally published in 2022
Día de los Muertos Altars: Bridges to Remembrance, Healing, and Community
Ofelia Esparza | Originally published in 2022
This article includes Classroom Connections.
Who Gets (to be) Remembered in Life
Amy Mungur | Originally published in 2022
The Thomas Indian School: Narrative Sovereignty and Healing
Joe Stahlman and Hayden Haynes with Jocelyn Jones | Originally published in 2022
This article includes Classroom Connections.
Close to Home: The Thomas Indian School—History of a Native American Residential Boarding School
Joe Stahlman | Originally published in 2022
"Il repose ici": A Century of Death, Loss, and Remembrance Following the Great October Storm of 1893
John P. Doucet, Annie Doucet, and Windell Curole | Originally published in 2022
Documentation as Remembrance: A Classroom Activity
Paddy Bowman | Originally published in 2022
Going on the Journey of Learning to Respect Our Elders
Biaohua Lei | Originally published in 2022
This article includes Classroom Connections.
Engaging with Discomfort: Thanatological Social Movements and Public Death Education
Kaitlyn L. Kinney | Originally published in 2022
“An Electromagnetic Tenderness of Remembering”
Mark Helmsing with Derek Piotr | Originally published in 2022
Stories for Change: Solastalgia, Climate Grief, and Re-storying Ourselves
Rick Fisher and Maggie Bourque | Originally published in 2022
This article includes Classroom Connections.
(Re)tracings of What Was Once Present/Absent
Bretton A. Varga and Mark E. Helmsing, Guest Editors | Originally published in 2022
The Ohio Field School: A Collaborative Model for University-Community Research
Katherine Borland, Cassie Rosita Patterson, and Jasper Waugh-Quasebarth | Originally published in 2020
Revitalizing Folk Art within the Community
Beverly Robinson | Originally published in 2020
A Note on the Pedagogy of Equity
Diana Baird N’Diaye | Originally published in 2020
Folk Culture: A Vessel for Equity in Education
Selina Morales | Originally published in 2020
Read an interview with Ira L. Bond, included in this article.
The Artful Interview in Documentary Production
Carol Spellman | Originally published in 2019
City Lore Interviewing Guide
Amanda Dargan | Originally published in 2019
Filming Deaf Stories: Interviews in American Sign Language
Jean Lindquist Bergey and Zilvinas Paludnevicius | Originally published in 2019
“It’s About the Stories that People Are Willing to Tell You”: An Interview with Guha Shankar
Michelle Stefano | Originally published in 2019
Tell Me What the World Was Like When You Were Young: Talking About Ourselves
Simon Lichman and Rivanna Miller | Originally published in 2019
Using Formal Interviews to Build Understanding in Social Studies
Nate Grimm | Originally published in 2019
Interview as Curriculum and Collaboration: Behind the Scenes of the Confederated Tribes of Warm Springs Field School
Emily West Hartlerode, Makaela Kroin, Ken Parshall, Anne Pryor, Riki Saltzman, Dana Creston Smith, and Valerie Switzler | Originally published in 2019
Photographing Folk Artists We Interview: Reflecting on 35 Years in the Field
Alan Govenar | Originally published in 2019
A Note: Informed Consent, Release Forms, Thank-You Notes, and Other Tools of the Ethical, Artful Interview
Paddy Bowman and Lisa Rathje | Originally published in 2019
Documenting Disaster: A Student and Teacher Learning Experience
Nancy Solomon | Originally published in 2018
Cultivating Aloha 'Āina Through Critical Indigenous Pedagogies of Place
Maureen K. Porter and Nik Cristobal | Originally published in 2018
A Curriculum of Wonder: An Interview with Mark Wagler
Mark Wagler and Tim Frandy | Originally published in 2018
Placing Indigenous Traditional Ecological Knowledge at the Center of Our Research and Teaching
Michelle M. Jacob, Emily West Hartlerode, Jennifer R. O’Neal, Janne Underriner, Joana Jansen, and Kelly M. LaChance | Originally published in 2018
Supporting Iñupiaq Arts And Education
Sean Asiqłuq Topkok | Originally published in 2018
Strategies to Broaden Knowledge: Citizen Scientists and Citizen Folklorists
Maribel Alvarez and Gary Paul Nabhan | Originally published in 2018
Siftr: A Tool for the Folklore Classroom
Thomas A. DuBois, Ruth Olson, B. Marcus Cederström, James Mathews, and David Gagnon | Originally published in 2018
Sheeko Xariir: A Story to Connect Us: Somali-American Storytelling in the Classroom
Ruth Smith with Qorsho Hassan | Originally published in 2017
Children of Shangri-Lost
Maureen K. Porter and Susan A. Dawkins | Originally published in 2017
What We Bring: New Immigrant Gifts
Amanda Dargan | Originally published in 2017
Introduction: Newcomers and Belonging
Paddy Bowman and Lisa Rathje | Originally published in 2017
Diversity among Themselves, Diversity in Others
Amy Brueck | Originally published in 2017
Introduction: Youth in Community
Paddy Bowman and Lisa Rathje | Originally published in 2015
Uses of Hopscotch in Multicultural, Intergenerational Co-existence Education
Simon Lichman | Originally published in 2015
Discovering Community, Transforming Education
A Conversation with Gregory Sharrow | Originally published in 2015
Folklife Education: A Warm Welcome Schools Extend to Communities
Linda Deafenbaugh | Originally published in 2015
Clothes Encounters: Ten Days in Our Perpetual Study of Everyday Life
Mark Wagler | Originally published in 2014
The Will to Adorn Youth Access Program
Sally A. Van de Water | Originally published in 2014
This article is part of the The Will to Adorn project.
Exploring Culture and Identity through Folk Dance Costume
Susan Eleuterio | Originally published in 2014
Marks of Distinction in an Afro-Brazilian Martial Art
Lauren Miller Griffith | Originally published in 2014
The Smithsonian’s Will to Adorn Youth Access Project: Engaging and Connecting Youth through Community Based Cultural Research and Presentation
Diana Baird N’Diaye | Originally published in 2014
This article is part of the The Will to Adorn project.
All About Us: Me and My Community
Cassandra Cruz-Dockery, Broward County teacher
Community and Identity, Unit 4