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This book won the 2014 AESA (American Educational Studies
Association) Critics Choice Award. Engaging Culture, Race and
Spirituality addresses a critical question rarely addressed in our
conversations and the literature about race, culture and diversity:
How might spirituality and our inner lives matter in teaching and
teacher education that explicitly engages and addresses race and
culture? In ways explicit and embodied, this book focuses on how
engaging spirituality and the inner life can serve as radical
intervention in our dialogues about race and culture in education.
Gathered together are the voices of emerging young scholars whose
thinking and research explicitly marshal theories of spirituality
as critical interventions in their dialogues and discourses about
culture and race in teaching and teacher education. Each chapter is
followed by a scholar visionary who points to ways for educators
and educational researchers to see the usefulness of such
spirituality in engaging research, pedagogy and practices. Their
collective visions - all deeply political, sometimes humorous,
always insightful, and thoughtfully provocative - call us to a new
way of thinking about the "evidence of things unseen", about
spirituality in education as a site of profound possibilities for
change, equity, and social justice.
This book won the 2014 AESA (American Educational Studies
Association) Critics Choice Award. Engaging Culture, Race and
Spirituality addresses a critical question rarely addressed in our
conversations and the literature about race, culture and diversity:
How might spirituality and our inner lives matter in teaching and
teacher education that explicitly engages and addresses race and
culture? In ways explicit and embodied, this book focuses on how
engaging spirituality and the inner life can serve as radical
intervention in our dialogues about race and culture in education.
Gathered together are the voices of emerging young scholars whose
thinking and research explicitly marshal theories of spirituality
as critical interventions in their dialogues and discourses about
culture and race in teaching and teacher education. Each chapter is
followed by a scholar visionary who points to ways for educators
and educational researchers to see the usefulness of such
spirituality in engaging research, pedagogy and practices. Their
collective visions - all deeply political, sometimes humorous,
always insightful, and thoughtfully provocative - call us to a new
way of thinking about the "evidence of things unseen", about
spirituality in education as a site of profound possibilities for
change, equity, and social justice.
Feminist research has both held and contested experience as a
category of epistemological importance, often as a secular notion.
However, spirituality and sacred knowing are also fundamental to a
Black/endarkened feminist epistemology in teaching and research,
given the historical and cultural experiences of African ascendant
women worldwide. How can (re)membering bear witness to our
individual and collective spiritual consciousness and generate new
questions that inform feminist theory and practice? Learning to
(Re)member the Things We've Learned to Forget explores that
question. Theorizing through sites and journeys across the globe
and particularly in Ghana, West Africa, this book explores how
spirituality, location, experience, and cultural memory engage and
create an endarkened feminist subjectivity that can (re)member,
opening possibilities for research and teaching that honors the
wisdom, history, and cultural productions of African diasporic
women particularly and persons of African heritage generally.
Feminist research has both held and contested experience as a
category of epistemological importance, often as a secular notion.
However, spirituality and sacred knowing are also fundamental to a
Black/endarkened feminist epistemology in teaching and research,
given the historical and cultural experiences of African ascendant
women worldwide. How can (re)membering bear witness to our
individual and collective spiritual consciousness and generate new
questions that inform feminist theory and practice? Learning to
(Re)member the Things We've Learned to Forget explores that
question. Theorizing through sites and journeys across the globe
and particularly in Ghana, West Africa, this book explores how
spirituality, location, experience, and cultural memory engage and
create an endarkened feminist subjectivity that can (re)member,
opening possibilities for research and teaching that honors the
wisdom, history, and cultural productions of African diasporic
women particularly and persons of African heritage generally.
Students, parents, and educators at all levels are increasingly
frustrated, demoralized, burned out, and discontented with
education and schooling today. At no previous time has it been more
necessary to revitalize hope in the promise of education or to
reestablish joy in teaching and learning than the current moment.
In this timely and inspirational volume, authors from diverse
disciplines consider and affirm the many places across curriculum
and context where hope and joy are or can be strong and vibrant.
Drawing on the life-affirming ideals of renowned education
philosopher and school founder Daisaku Ikeda, Hope and Joy in
Education will reenergize educational research, theory, and
practice. Featuring contributions from such luminaries as Theodorea
Berry, Cynthia Dillard, Walter Gershon, Francyne Huckaby, Johnny
Lupinacci, and Anita Patterson, this book reminds readers that the
classroom is still a magical space, brimming with the brilliant and
creative energy of young people.Book Features: Illustrates the
power of Daisaku Ikeda's ideas to confront the challenging societal
contexts and conditions that schools and educators face day in and
day out. Shares narratives that employ critical and antiracist
lenses to examine the authors' own activist work with different
populations across multiple contexts. Considers Daisaku Ikeda's
contributions relative to established and emerging trends in
education, including the Deweyan tradition, ecojustice education,
critical race feminism, and others. Provides cross-cultural
examples and insights bolstering the current resurgence of
humanistic, qualitative aspects of teaching and learning. Shows how
the essential qualities of hope and joy fortify fields and themes
that have been squeezed out by political agendas and standardized
testing.
Students, parents, and educators at all levels are increasingly
frustrated, demoralized, burned out, and discontented with
education and schooling today. At no previous time has it been more
necessary to revitalize hope in the promise of education or to
reestablish joy in teaching and learning than the current moment.
In this timely and inspirational volume, authors from diverse
disciplines consider and affirm the many places across curriculum
and context where hope and joy are or can be strong and vibrant.
Drawing on the life-affirming ideals of renowned education
philosopher and school founder Daisaku Ikeda, Hope and Joy in
Education will reenergize educational research, theory, and
practice. Featuring contributions from such luminaries as Theodorea
Berry, Cynthia Dillard, Walter Gershon, Francyne Huckaby, Johnny
Lupinacci, and Anita Patterson, this book reminds readers that the
classroom is still a magical space, brimming with the brilliant and
creative energy of young people.Book Features: Illustrates the
power of Daisaku Ikeda's ideas to confront the challenging societal
contexts and conditions that schools and educators face day in and
day out. Shares narratives that employ critical and antiracist
lenses to examine the authors' own activist work with different
populations across multiple contexts. Considers Daisaku Ikeda's
contributions relative to established and emerging trends in
education, including the Deweyan tradition, ecojustice education,
critical race feminism, and others. Provides cross-cultural
examples and insights bolstering the current resurgence of
humanistic, qualitative aspects of teaching and learning. Shows how
the essential qualities of hope and joy fortify fields and themes
that have been squeezed out by political agendas and standardized
testing.
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