Spirituality, Education & Society
Preliminary Material /Njoki N. Wane , Energy L. Manyimo and Eric J. Ritskes -- Situating Children in the Discourse of Spirituality /Susannah Cole -- Connected: Indigenous Spirituality as Resistance in the Classroom /Eric J. Ritskes -- Nourishing the Authentic Self: Teaching with Heart and Soul /Lisa...
| Main Author: | |
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| Contributors: | ; |
| Format: | Electronic Book |
| Language: | English |
| Subito Delivery Service: | Order now. |
| Check availability: | HBZ Gateway |
| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Rotterdam
SensePublishers
2011
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| In: | Year: 2011 |
| Series/Journal: | SpringerLink Bücher
Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001 |
| Further subjects: | B
Religious Education
Study and teaching
B Religion and sociology B Education B Religion and education |
| Online Access: |
Volltext (lizenzpflichtig) Volltext (lizenzpflichtig) |
| Parallel Edition: | Buchausg. u.d.T.: 978-94-6091-603-8 |
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| 245 | 1 | 0 | |a Spirituality, Education & Society |c edited by Njoki N. Wane, Energy L. Manyimo, Eric J. Ritskes |
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| 505 | 8 | 0 | |a Spirituality, Education & Society; DEDICATION; TABLE OF CONTENTS; ACKNOWLEDGEMENTS; FOREWORD; INTRODUCTION; REFERENCES; 1. SITUATING CHILDREN IN THE DISCOURSE OF SPIRITUALITY; INTRODUCTION; THEORETICAL FRAMEWORK; SPIRITUALITY; CHILDREN'S SPIRITUAL WAYS OF KNOWING; SPIRITUAL EDUCATION; DISCUSSION; CONCLUSION; REFERENCES; 2. CONNECTED: INDIGENOUS SPIRITUALITY AS RESISTANCE IN THE CLASSROOM; INTRODUCTION; THEORETICAL FRAMEWORK; DEFINING SPIRITUALITY; Defining Spirituality through Individualism; Defining Spirituality through Connectedness; HOW ARE WE CONNECTED? |
| 505 | 8 | 0 | |a Connections to People and CommunitiesConnections to History and the Past; Connections to Larger Frameworks, Entities or Mysteries; Connections to One's Whole Self; DISCUSSION: SPIRITUALITY AS RESISTANCE; RESISTANCE WITHIN THE CLASSROOM; Recognizing and Affirming Difference; Affirming Collaborative Learning; Creating a Space of Openness and Belonging; Creating Space for Active, Embodied Learning; CONCLUSION; REFERENCES; 3. NOURISHING THE AUTHENTIC SELF: TEACHING WITH HEART AND SOUL; INTRODUCTION; TRANSFORMATIVE EDUCATION; ANTI-RACIST EDUCATION |
| 505 | 8 | 0 | |a INTERSECTION BETWEEN TRANSFORMATIVE EDUCATION, ANTI-RACIST EDUCATION AND SPIRITUALITYLOCATING SELF; HOLISTIC LEARNING; HOW TO RESTRUCTURE THE CLASSROOM; How to Create Systemic Change; CONCLUSION; REFERENCES; 4. SPIRITUALITY AND ITS RELEVANCE FOR THE CONTEMPLATIVE EDUCATOR: Insights into the Discourse of Spirituality in Education and Sociological Implications; INTRODUCTION; SPIRITUALITY AND THE BUZZ AMONGST ACADEMICS TODAY; SPIRITUALITY ANOTHER 'PANDORA'S BOX'?; WHAT IS THIS THING CALLED SPIRITUALITY?; TELLING TALES; SITTING ON THE CUSHION; CONCLUDING REMARKS; REFERENCES |
| 505 | 8 | 0 | |a 5. SPIRITUALITY: A PHILOSOPHY AND A RESEARCH TOOLINTRODUCTION; AFRICAN PHILOSOPHICAL THOUGHT AND MAAT; SITUATING THE DISCOURSE OF SPIRITUALITY AS A RESEARCH TOOL; Indigenous Knowledge; DISCUSSION; Understanding Spirituality; CONCLUSIONS, IMPLICATIONS AND RECOMMENDATIONS; REFERENCES; 6. THE ROLE OF SPIRITUALITY IN MAORI AND TIBETAN VILLAGE SCHOOLS; INTRODUCTION; LITERATURE ON SPIRITUALITY IN INDIGENOUS SCHOOLING; GROUNDING OF EDUCATION IN TIBET; A NEW DISCOURSE IN CHILDREN'S CURRICULUM: SYNTHESIZEING WESTERN PEDAGOGY AND TIBETAN ETHOS; TEACHER QUALITIES IN A SPIRITUAL PERSPECTIVE |
| 505 | 8 | 0 | |a IMPLICATION OF SPIRITUAL PERSPECTIVE ON MAORI COMMUNITY AND TIBETAN VILLAGE EDUCTION1. The principle of self determination or relative autonomy; 2. The principle of validating and legitimating cultural aspirations and identity; 3. The principle of applying culturally preferred pedagogy; 4. The principle of mediating socio-economic and home difficulties; 5. The principle of incorporating cultural structures which emphasize the 'collective' rather than the individual; 6. The principle of a shared and collective vision/philosophy; CONCLUSION; REFERENCES |
| 505 | 8 | 0 | |a 7. SPIRITUALITY AND INDIGENOUS KNOWLEDGES: STUDY OF KOTOTAMA AND DECOLONIZATION IN THE SCHOOL SYSTEM |
| 520 | |a Preliminary Material /Njoki N. Wane , Energy L. Manyimo and Eric J. Ritskes -- Situating Children in the Discourse of Spirituality /Susannah Cole -- Connected: Indigenous Spirituality as Resistance in the Classroom /Eric J. Ritskes -- Nourishing the Authentic Self: Teaching with Heart and Soul /Lisa Hart -- Spirituality and Its Relevance for the Contemplative Educator /Jennifer Motha -- Spirituality: A Philosophy and a Research Tool /Njoki N. Wane -- The Role of Spirituality in Maori and Tibetan Village Schools /Jia Luo -- Spirituality and Indigenous Knowledges: Study of Kototama and Decolonization in the School System /Yumiko Kawano -- The Dialectics of Western Christianity and African Spirituality /Akena Adyanga -- A Spiritual Journey in the Academy: My Personal Experience /Energy L. Manyimo -- My Name is ‘Mohamed’, But Please Call Me ‘John’: Canadian Racism, Spirit Injury and the Renaming of the Indigenous Body as a Right of Passage /Aman Sium -- Holding Relationships as Sacred Responsibilities: A Journey of Spiritual Growth and Being /Nadia Salter -- Spirituality: An Interconnected Path to Healing /Adelin Brunal -- Spirit Injury: The Impact of Colonialism on African Spirituality /Jennifer M. Jagire -- The Loss of my Indigenous Languages: As I Lose, I Struggle to Find /Wariri Muhungi -- Religious Fundamentalism, Political Power and the Colonization of Spirituality /Emily Antze -- Wisdom Sharing and Altered Consciousness: A Transformative Learning Project /Jennifer Richmond-Bravo -- Conclusion: Extending the Dialogue /Energy L. Manyimo and Eric J. Ritskes -- Notes on the Contributors /Njoki N. Wane , Energy L. Manyimo and Eric J. Ritskes -- Subject Index /Njoki N. Wane , Energy L. Manyimo and Eric J. Ritskes. | ||
| 520 | |a Spirituality, education and society: An integrated approach argues the value of spirituality in education as a way to address the lived experiences and personal knowledge of students, with the goal of creating a more holistic, transformative educational process. This edited volume has a wide array of viewpoints which all point to the importance of spirituality in the authors’ personal lives, their communities and society at large. Spirituality is conceptualised as a base from which to challenge dominant forms of knowing, while in the process being able to center and engage with an important aspect of the student that has been missing from current evaluations—their spiritual selves. Within the diversity of this volume it becomes evident that spirituality cannot be confined to a singular definition and that educators must be willing to create spaces to foster spiritual growth and exploration if we are to break away from the commoditized, disempowering system that is so dominant today. This edited collection is a valuable resource for students, practitioners, educators and administrators who wish to engage in transformational schooling. Its multidisciplinary approach engages ideas around critical pedagogy, sociology of education, and inclusive schooling | ||
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