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Spiritual Discourse in the Academy

A Globalized Indigenous Perspective


Edited By Njoki Nathani Wane, Francis Akena Adyanga and Ahmed Ali Ilmi

Spiritual Discourse in the Academy focuses on the value of spirituality as a subjugated knowledge from globalized contexts. The book's central tenet is that spirituality is the core of one's intellectual growth and that its inclusion in education acknowledges the sum total of who we are. It not only offers strategies for transformative education, but also embraces global diversity and inclusive education for the twenty-first century.
The book also provides a detailed examination of spirituality from a global context, acknowledges the detrimental legacies of colonialism on indigenous spirituality, knowledge systems, traditional justice systems, and on indigenous peoples. Spiritual Discourse in the Academy reaches out to educators, scholars, and students who are interested in the multiple roles of spirituality in schooling and society at large. It can be used for teaching courses in spirituality, education, religious studies, and cultural studies.
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Chapter Ten: The Liberation of Critical Pedagogy: Towards an Understanding of Spirituality and Education



The Liberation of Critical Pedagogy: Towards an Understanding of Spirituality and Education



The term, critical pedagogy, first made its way into common academic parlance in the 1970s. Echoing some of the themes, positions, and approaches taken by Brazilian educator and foundational theorist, Paulo Freire (1970/2003), many scholars around the world began to articulate and give meaning to the term within their own contexts. As a result of these numerous trajectories, today critical pedagogy has emerged as a broad, complex, and varied concept which continues to evolve within and across various educational discourses. As a testament to the influence of Freire’s work, passion, and creativity, and in spite of the breadth of these emergent ideas, there continues to be a base understanding in these developing discourses that critical pedagogy is intended to develop and nurture the revolutionary consciousness (conscientization) of its participants. Largely rooted in critical sociological approaches, critical pedagogy sets out to interrogate the social conditions which help produce, maintain, and reproduce relations of inequity in a given social formation. Like Freire, many scholars, including renowned critical pedagogues, Henry Giroux (1983, 1988) and Ira Shor (1980, 1992), share a belief that education can and should be used as “an instrument of social and political liberation” (Ferry 1997, 148). These scholars tend to part from Freire, however, when it comes to the spiritual underpinnings which are deeply embedded in Freire’s educational theory (Ferry 1997; Stenberg 2006). ← 157 | 158...

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