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Interrogating (Hi)stories

Establishing the Educational Relevance of Spiritual Development Through Critical Historiography


Audrey Lingley

In Interrogating (Hi)stories, Audrey Lingley uses a critical constructivist perspective to problematize the absence of the spiritual dimension of human growth from pedagogical models that emphasize responsiveness to developmental psychology. The book investigates this conspicuous absence through critical historiographical research; it is a critical interrogation of the tacit understandings that guide education in general and middle grades reform in particular. The author offers practical, classroom-based implications and culturally respectful language for educators who believe spirituality is a legitimate aspect of human growth and learning in a public school setting.


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Table of Contents


Foreword by Shirley Steinberg ix Acknowledgments xiii Introduction 1 CHAPTER ONE 5 Critical Constructivist Research in Education CHAPTER TWO 23 Caring as Advocacy in the Middle Grades CHAPTER THREE 45 Excluding the Spiritual Dimension From Developmentally Responsive Education CHAPTER FOUR 75 A Research Design for Interrogating the (Hi)stories CHAPTER FIVE 103 Research Methods Illustrated CHAPTER SIX 137 Paradigms of the (Hi)stories CHAPTER SEVEN 173 Dynamic of Paradox CHAPTER EIGHT 189 Establishing the Relevance of Spiritual Development in Education CHAPTER NINE 217 A Discourse of Possibility Appendices 229 References 237

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