Abstract
This article discusses the implications of the dichotomy between Native North American oral traditions and Western literacy with special attention to storytelling and its implications for the definition of a school curriculum that would be inclusive of Native perspectives. Specifically, the author refers to the work of Eliade (1960, 1963) in examining the nature of myth as a particular form of narrative while addressing some critiques to his analysis of Native cosmology. This discussion enables the author to construct a critique of Egan's (1986) theoretical model of the use of storytelling in education from a First Nations perspective.
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of Alberta, 2003.
Last revised: August 11, 2003.
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