State education, spirituality, and culture: teachers’ personal and professional stories of negotiating the nexus
This paper explores the implications of spirituality for teaching and learning in multicultural state schools through the examination of several teachers’ personal and professional narratives. In attempting to capture the intangible, these narratives provide insights into the possibilities, both con...
| Κύριος συγγραφέας: | |
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| Τύπος μέσου: | Ηλεκτρονική πηγή Άρθρο |
| Γλώσσα: | Αγγλικά |
| Έλεγχος διαθεσιμότητας: | HBZ Gateway |
| Journals Online & Print: | Φόρτωση...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Έκδοση: |
Taylor & Francis
2007
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| Στο/Στη: |
International journal of children's spirituality
Έτος: 2007, Τόμος: 12, Τεύχος: 3, Σελίδες: 289-305 |
| Άλλες λέξεις-κλειδιά: | B
Spirituality
B State education B Teachers’ stories B Culture |
| Διαθέσιμο Online: |
Volltext (lizenzpflichtig) |
| Σύνοψη: | This paper explores the implications of spirituality for teaching and learning in multicultural state schools through the examination of several teachers’ personal and professional narratives. In attempting to capture the intangible, these narratives provide insights into the possibilities, both conscious and unconscious, of creating a climate that fosters spirituality. The classroom stories of a spiritual nature that the teachers recounted (while many and varied) revealed some common themes that related to the climate of the classrooms. Sensitive issues of faith, beliefs, and culture emerged and the teachers’ narratives illustrate ways in which inclusive communities can be fostered. The paper provides examples of cultural and social inclusiveness with a focus on two major themes: the relationship between life and death, and fostering a sense of belonging. |
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| ISSN: | 1469-8455 |
| Περιλαμβάνει: | Enthalten in: International journal of children's spirituality
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| Persistent identifiers: | DOI: 10.1080/13644360701714977 |