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• W16668538 abstract "Introduction Spirituality has been contentious topic in education, much like flame that gets blown in different directions. Within the academy it has sometimes been repressed an extent where the flame nearly invisible, yet still burns steadfastly. As Dillard, Abdur-Rashid, and Tyson (2000) contend, the silence around the topic of spirituality in the academy is increasingly being drowned out by the emphatic chorus of those whose underlying versions of truth cry out 'We are spiritual people!' (p. 448). This steadfast burning flame also apparent with the recent resurgence of spirituality discourse in the literature. When addressed, most literature on spirituality and schooling has focused on the issues of incorporating spirituality in primary and secondary or the issues surrounding the integration of spirituality into teacher training (see for examples Elton-Chalcraft, 2002; Holzer, 2002; Miller, 1996). Recently, issues of spirituality in the context of higher have emerged in the literature (see Astin & Astin, 1999; Hoppe & Speck, 2005; Love, 2001; Manning, 2001; Rendon, 2005; Tisdell, 2003). However, scant literature addresses how spirituality may be integrated into teaching for anti-oppression in the context of higher (some exceptions include: Denton & Ashton, 2004; Dillard et al., 2000; Graveline, 1998; hooks, 2003; Orr, 2002; Shahjahan, 2004; Tisdell, 2003; Wane & Waterfall, 2005). As Tisdell (2007) argues, has been paucity of attention the explicit connection of spirituality ... dealing with diversity issues in higher education (p. 532). This article will contribute this latter body of literature, in an effort further explore how we may teach about equity and social justice issues within an anti-oppression framework. We also believe that the discussion around spirituality in the academy central politics/act of decolonization. (1) Hence, our goal in this article explore the following questions: (1) what are the challenges or tensions of evoking spirituality as an academic discourse and practice? and (2) what strategies may be useful in integrating spirituality into teaching in higher education? Rather than conforming traditional academic practices, we have chosen present our theorizing in the form of an interactive dialogue, explicate the process through which our thinking has developed. We intend this be part of the countercurrent of resistance dominant hegemonic forces in the world (Graveline, 1998, p. 35). We have deliberately chosen actively resist the traditional Eurocentric format of an essay for this article. Instead, we have chosen display our theorization outside hegemonic norms for reporting, gesturing toward an alternative that itself embedded in spiritual worldview (Dillard et al., 2000, p. 452). To this end, we offer our dialogue as Graveline (1998) has suggested, as a narrative of emancipation and enlightenment. In its strongest form, it narrative of integration, not separation (p. 35). Furthermore, this dialogue format provides us with an opportunity to borrow voices from each (Mayuzumi, Motobyashi, Nagayama & Takeuchi, 2007, p. 584) To begin, however, we offer working definition of what we mean by the term 'spirituality.' For our discussion, we borrow broad conceptualization of spirituality from Tisdell (2007) who states: [S]pirituality ... about: (1) connection what discussed as the Life-force, God, higher power or purpose, Great Mystery; (2) ultimate meaning-making and sense of wholeness, healing, and the interconnectedness of all things; (3) the ongoing development of one's identity (including one's cultural identity) moving toward ... greater authenticity; (4) how people construct knowledge through largely unconscious and symbolic processes ..., manifested in image, symbol, music, and other expressions of creativity which are often cultural; (5) in addition, spirituality not the same as religion, though for some people who are religious, there are elements in spirituality that overlap with religion; (6) spirituality always present though often unacknowledged in the learning environment. …" @default.
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• W16668538 date "2009-01-01" @default.
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• W16668538 title "Rekindling the Sacred: Toward a Decolonizing Pedagogy in Higher Education" @default.
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