This paper explores the implications of spirituality for teaching and learning in multicultural state schools through the examination of several teachers' personal and professional narratives. In attempting to capture the intangible, these narratives provide insights into the possibilities, both conscious and unconscious, of creating a climate that fosters spirituality. The classroom stories of a spiritual nature that the teachers recounted (while many and varied) revealed some common themes that related to the climate of the classrooms. Sensitive issues of faith, beliefs, and culture emerged and the teachers' narratives illustrate ways in which inclusive communities can be fostered. The paper provides examples of cultural and social inclus...
While cultural and ethnic diversity has been widely accepted and encouraged in the English classroom...
Now that education in Latvia has been reconfigured according to the educational regulations of the E...
Culturally responsive teaching requires that students be perceived holistically and part of student ...
This paper explores the implications of spirituality for teaching and learning in multicultural stat...
Spirituality has quietly featured in the secular school curriculum for decades but little attention ...
Since 1999 the New Zealand secular school curriculum has included a statement on fostering children'...
This thesis explored 5 public elementary school teachers ' perceptions of spirituality and its impl...
This study highlights unique contours of Christian spirituality and their relationship to the develo...
This research focuses on teachers’ understanding and experience of spirituality and how it influence...
Education for Global Citizenship (E4GC) offers many opportunities to explore spirituality and a sens...
Spiritual issues are integrally bound to students’ social, ecological, and multicultural worlds and ...
Some psychologists (e.g., Bergin, 1997) have contended that if individuals neglect the world of the ...
Various disciplinary perspectives can help in understanding relationships among cultural identity, s...
This article, which is framed in a Christian perspective, argues the importance of creating a space ...
Over most of the 20th Century, many educational systems around the world became increasingly secular...
While cultural and ethnic diversity has been widely accepted and encouraged in the English classroom...
Now that education in Latvia has been reconfigured according to the educational regulations of the E...
Culturally responsive teaching requires that students be perceived holistically and part of student ...
This paper explores the implications of spirituality for teaching and learning in multicultural stat...
Spirituality has quietly featured in the secular school curriculum for decades but little attention ...
Since 1999 the New Zealand secular school curriculum has included a statement on fostering children'...
This thesis explored 5 public elementary school teachers ' perceptions of spirituality and its impl...
This study highlights unique contours of Christian spirituality and their relationship to the develo...
This research focuses on teachers’ understanding and experience of spirituality and how it influence...
Education for Global Citizenship (E4GC) offers many opportunities to explore spirituality and a sens...
Spiritual issues are integrally bound to students’ social, ecological, and multicultural worlds and ...
Some psychologists (e.g., Bergin, 1997) have contended that if individuals neglect the world of the ...
Various disciplinary perspectives can help in understanding relationships among cultural identity, s...
This article, which is framed in a Christian perspective, argues the importance of creating a space ...
Over most of the 20th Century, many educational systems around the world became increasingly secular...
While cultural and ethnic diversity has been widely accepted and encouraged in the English classroom...
Now that education in Latvia has been reconfigured according to the educational regulations of the E...
Culturally responsive teaching requires that students be perceived holistically and part of student ...