The importance of having books with local stories, in your own language

It is our passion at The Steve Sinnott Foundation to share stories.


We listen and learn from them. We amplify peoples voices through storytelling. It feels right and important at this time, especially for young peoples’ voices to be heard.


On World Book day our CEO, Ann, looks at the importance of storytelling and having books that speak your language from a cultural and linguistic point of view.



Ann: I confess I am a bookworm. As a young girl I always had my head in a book, it is way of escaping and creating dreams. I loved reading stories to my daughter and then my grandchildren.


Most of all they loved hearing stories about real life, about our relatives. If I told my stories about when I was a little girl, they would always ask me to repeat them, and my grandchildren loved hearing stories about their mum. It makes connections and gives you a sense of belonging to your family. I wish I knew more about my family’s stories but I left it a little too late to gather them. It feels so important to me that we share our stories and learn from each other.


The other thing I love doing with children and adults is making up stories. It is a lovely adventure as you never know where you will go or end up.



I have had many conversations with educators across the world and the same themes keep coming up. I thought I would share why we believe sharing stories and writing them down is so important.



The importance of books with local stories


  • Local stories raise the socio-cultural awareness of the readers
  • They promote the values of love, unity and social cohesion
  • They enhance the preservation of the socio-cultural history of the local people
  • They aid readers to relate the stories with their local realities
  • Readers easily understand the setting, themes and plot development of the stories
  • Local stories teach moral lessons to readers within their own cultural context
  • Local stories promote an understanding of the people and their perspectives on a variety of issues
  • Local stories educate and entertain readers by celebrating their own culture
  • Stories encourage listening and learning about one another, to develop understanding and empathy

 

We are proud to be supporting teachers in The Gambia to write and publish their own story books which will be shared in schools later this year.




The importance of books in your own language


We are excited to have a copy of Goute Sel, the Haitian Creole workbook which the Alpha Creole literacy project is using in Limonad, Haiti. Many adults had to learn to read and write in French, which is not their mother tongue. It is extremely important for people to learn to read and write in their own language. Haitian Creole is the most widely spoken language in Haiti. This teaching resource it gives everyone who learns to read and write in Haitian Creole a sense of themselves, and a sense of their place in the world.


You can support our mother tongue literacy projects here.




Do something a little different this World Book Day


So this World Book day I encourage you to buy a mother tongue book and spread a little joy and adventure in the world.


Support our mother tongue literacy projects
Steve Sinnott • March 2, 2022
By Ann Beatty June 1, 2026
On Friday evening ( 29 May, 7.00 pm The Actors Church Covent Garden) we had the pleasure of listening to this very special concert, bringing together the Choir of King's College London and the Princeton High School Orchestra in a celebration of international friendship, collaboration, and shared values. This project reflects a commitment to peace, sustainability, equality, and cultural exchange, uniting young musicians from the United Kingdom and the United States through the universal language of music.
By Ann Beatty May 20, 2026
How a simple act of practical solidarity is transforming the journey to school in The Gambia’s Central River Region North Policies have been written. Schools have been built. Yet for many children in The Gambia’s Central River Region North, access to education is still measured in kilometres, not opportunity. 
By Laura Griffin May 13, 2026
‘In a single hour vast tracts of shaded woodland became a jumble of torn trees and upturned soil, exposed to the glare of the summer sun. Such land-clearing events are rare, but forests exhibit remarkable resilience in the face of disaster. I’m told that the Chinese character for ‘catastrophe’ is the same as that which represents the word ‘opportunity’. And, the blowdown, while catastrophic, presented opportunities for many species.’ (Wall Kimmerer, 2003: 89). In the context of a volatile, uncertain, complex, and ambiguous world (Stein, 2021) what kinds of education for hope might support children’s and young people’s critical engagement in local and global issues? In the spirit of exploring the possibilities of hope further, this short article focuses on the area of global citizenship and sustainabilityrelated education. It will briefly open by sharing commonalities across pedagogical approaches that take up the concept and act of hope more critically, and close by offering reflective questions for educators, with suggestions for further reading. Perhaps it is a kind of hope that is grounded in the present, in future reimagining(s), in ethical solidarity, and an acknowledgement of our deep entanglement with the living metabolism of planet earth 1 our singular home (UNESCO, 2021); a hope that engages with complex root causes and lived realities of multiple overlapping crises in critically reflexive and contextually relevant ways. As McCloskey notes, ‘Hope can fire our collective imagination and critical consciousness as a mainspring to activism and intervention in the world.’ (2025: 3). Commonalities across critical pedagogical approaches to hope include: Acknowledging the context of a ‘seamless single story of progress, development and human evolution’ (Andreotti, V.D.O., 2021b Relating to social and ecological justice and the wellbeing of people and planet Using participatory, action-orientated and inquiry-based learning processes Exploring diverse worldviews and perspectives Practising grounding in the present with opening up possibilities for change (relational, embodied, response-able 2 ) Experiencing ‘struggle’ in different forms (dialogical, selfreflexive, open-ended) Engaging individual and collective agency, action and activism Looking for lifelong and life-wide learning and unlearning. 1 See ‘Co-sensing with Radical Tenderness’, in Machado de Oliveira Andreotti. 2021a 2 See ‘Crossing Borders’ in 2 Depth Education “Depth Education and the Possibility of GCE Otherwise, 2021b. Source: Andreotti, V. 2021a & 2021b., Atif, A. (2025)., Bourn, D. 2021., Bryan. A. and Mochizuki,Y., 2024., Giroux, H.A. 2025., Meade, E. 2025. Whilst engaging in the concept and act of hope more critically reflect upon: What kinds of education for hope might you explore further and why? How might you provide generative spaces for engaging in diverse worldviews and perspectives? In what ways can you facilitate individual and collective agency? How might you support learners’ practice grounding in the present in order to relate differently? In what ways can you support learners in navigating complex root causes and lived realities of local and global issues? As Chief Ninawa Hini Kui affirms, ‘The future depends much less on the images we project ahead than on our capacity to repair relations and build relationships differently in the present.’ (Andreotti et al, 2023: 73. An invitation for further reading: Transformative Learning for a Sustainable Future . d’Abreu, C., Belgeonne, C., Bourn, D. and Hatley, J. (2025) ‘Transformative Learning for a Sustainable Future’. DERC Research Paper 24. London: UCL Institute of Education. Hospicing Modernity: facing humanity’s wrongs and the implications for social activism. Machado de Oliveira Andreotti, V. (2021a) ‘Hospicing Modernity: facing humanity’s wrongs and the implications for social activism’ , London: Penguin Random House. Development Education and Hope . McCloskey, S. (2025). (ed) ‘Development Education and Hope’. ‘Policy and Practice: A Development Education Review’ , Vol. 41, Autumn. Centre for Global Education, Belfast. Link to and download the full reference list here