Abstract
Storytelling, as a cultural practice, permeates all phases and areas of human life and opens up possible worlds (Bruner, 1986). From their earliest days, children grow into a culture of storytelling, acquire language and develop writing skills, are introduced to literature through stories, and learn to communicate through storytelling in multimodal ways: orally and in writing, by playing, drawing, designing, singing, dancing and more (Dehn et al., 2014; Hoffmann, 2021). Through the process of narrating, experiences are structured, identities are formed, social contexts are shaped, and desires and futures are imagined (Wieler & Petzold, 2008). Narrative connects different times in history (Bruner, 2005), various disciplinary fields in education (Corni, 2013) and diverse linguistic-cultural spaces (Merkel, 2021; Spotti & Kroon, 2020), but it also requires time and space itself. Against the background of an educational landscape that is currently competence-oriented, the question arises as to what role the art of storytelling plays in educational contexts, and what possibilities it opens up for learning. This edited volume aims to address this question, theoretically and empirically, from pedagogical and linguistic perspectives.