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Interrogating (Hi)stories

Establishing the Educational Relevance of Spiritual Development Through Critical Historiography

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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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Chapter Six: Paradigms of the (Hi)stories

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Chapter Six Paradigms of the (Hi)stories CARDINAL questions for historiographical research in education that is guided by critical constructivism are: Who speaks with au- thority, and who is expected to listen? What worldviews and perspectives can be interpreted from the ways in which a (hi)story is told? What epistemological assumptions ground theories about learning? How does the construction of knowledge in schools— which is shaped by powerful historical, cultural, and political forces—in turn shape teachers and students? From an interroga- tion of a (hi)story, what can be understood about the hybridity of teaching and learning, of knowledge production and youth devel- opment? When it comes to communicating results of critical constructiv- ist research, Kincheloe (2008) wrote, “When critical constructivists produce knowledge, they are not attempting to reduce variables but to maximize (Knobel, 1999) them. Such maximization produces a thicker, more detailed, more complex understanding of the so- cial, political, economic, cultural, psychological, and pedagogical world” (p. 3). In this chapter, I describe the results of my first two rounds of analysis of the data through a series of in-depth narra- tives on the paradigms for the three (hi)stories. The results of the third and final round of analysis, the conceptual contents of the area of paradigmatic convergence, are presented in Chapter Seven. As with the accounting of the research methods in Chapter Five, I organized the narratives by data set, in the same order I analyzed the data. These narratives were constructed after the first...

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