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Spiritual Discourse in the Academy

A Globalized Indigenous Perspective

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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 Eleven: Dispiriting the Spiritual in Classroom Education: Critiquing Spirituality as a Tool for Transformative Education in the 21st-Century Academe

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   CHAPTER ELEVEN

Dispiriting the Spiritual in Classroom Education: Critiquing Spirituality as a Tool for Transformative Education in 21st-Century Academe

MICHAEL ONYEDIKA NWALUTU

INTRODUCTION

This chapter explores classroom application of conversations on spirituality as a tool for transformative engagements with a view to highlighting how the practice that aims to stimulate and reinforce students’ spirituality in order to positively influence the way they learn, and relate with their colleagues and their environment could result in spiritual ambivalence and bias. In other words, the chapter not only calls for caution in exercising spirituality as a tool for transformative classroom practice, but uncovers how essentialization of this all-important tool for human development might privilege certain spirituality beliefs while undermining others. Textual analysis is applied, and the chapter uses anti-colonial theory and Indigenous world views. The chapter concludes by arguing that spirituality can only bring about transformative teaching and learning in a globalized world, when educators are themselves enlightened in human spirituality. This helps to create the enabling and spiritually charged atmosphere that guarantees effective coordination of interactions in the multi-cultural and therefore multiple-spiritual pool that the contemporary academic classroom represents. ← 173 | 174 →

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