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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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Appendix A. Summary of Research Activities Selection and preparation of data for specific analyses • Potential texts identified from meta-analysis • Criteria tests are administered for each potential datum • Defense of data selections written First Round of Data Analysis: Initial Coding • Initial Codes capture content of passages (datum) • Data interpreted for assumptions, values, and beliefs (BVA interpretations) • In vivo code names used (not exclusively) • Constant comparative method within each text • Each text coded independently from the other texts • Memo-writing • Product: Ten tables of Initial Codes that summarize and account for indi- rect evidence of paradigms for each text; quotations for each Initial Code; BVA interpretations for each Initial Code Second Round of Data Analysis: Focused Coding • Constant comparative method across data within each data set using Ini- tial Codes only • Memo-writing • Product: List of Focused Content Codes (FCCs) for each of the three data sets • Constant comparative method using FCCs and BVA interpretations; BVA categorized by FCC • Product: Tables of BVA by FCC • Memo-writing (analysis of BVA by FCC tables) • Product: List of Paradigm Codes for each of the three data sets (5 per data set) • Product: Written interpretive narratives of the paradigm categories for each of the three fields (3 data sets, 5 paradigm narratives per data set) Third Round of Data Analysis: Contrapuntal Reading • Reading across the Paradigm Narratives contrapuntally • Interpreting for inter-textual and inter-discursive patterns between the paradigms of the three fields • Constant comparative analysis: returning to all previously rendered data analysis • Product: Written interpretive narrative of the three...

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