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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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Chapter One: Critical Constructivist Research in Education


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Chapter One

Critical Constructivist Research in Education

Perceiving the Politics of Spirituality in Education

THE historical exclusion of the spiritual dimension of learning and human growth from dominant pedagogy in many Western, State-sponsored educational systems is rooted in the maintenance of political, economic, and social worldviews that allow for the continued oppression of marginalized populations. A pedagogy that renders spirituality and spiritual growth as irrelevant to the learning process requires that both teachers and students cultivate images of Self and Other as fragmented, therefore facilitating the self-suppression of compassion, wonder, tolerance for ambiguity, and a sense of interconnection. Oppressive political systems depend upon participants who are not aware of each other’s essential humanity. An education that explicitly addresses student (and teacher) spirituality is not as much an ethical issue, therefore, as it is a political one.

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