From folktale into movement: children's social values meaning-making in a culturally responsive Chinese Mongolian folktale–dance program

Values education is often criticized for remaining declarative: pupils can name value terms but struggle to enact them in peer relations and everyday classroom life, and children's own meaning-making is still rarely centered in culturally grounded, arts-based programs. This process-oriented qualitative study examined how 20 ten-year-old pupils in China made meaning about social values during a 14-week integrated Chinese Mongolian folktale–dance program. Data included post-program group interv...