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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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References

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Alcalay, A. (1993). After Jews and Arabs. Minneapolis, MN: University of Minnesota Press.

Alexander, W. (1963, July). The junior high school: A changing view. Paper presented at the Tenth Annual Conference for School Administrators: A National Conference on the Junior High School, Ithaca, NY. In T. W. Smith, & C. K. McEwin (Eds.), The legacy of middle school leaders: In their own words (pp. 6–15). Charlotte, NC: Information Age.

Alexander, W. M., Williams, E. L., Compton, M., Hines, V. A., & Prescott, D. (1968). The emergent middle school. New York, NY: Holt, Rinehart, & Winston.

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