Spirituality has been identified as an important component of democratic education by influential scholars such as Dewey, Freire, hooks, and Noddings. However, many teachers in the United States do not engage openly with a framework for understanding, organizing, and integrating pedagogical knowledge of spirituality within the context of culturally conscious social justice education. Drawing from an analysis of the works of Dewey, Noddings, Freire, and hooks and using a critical construct of spirituality that emphasizes inquiry, practical experience, meaning making, and awareness of interconnectedness, I argue that spiritually responsive pedagogy is a vital element of emancipatory, culturally responsive education in public schools.
Response to this Article
James Gambrell, Is Culturally Responsive Pedagogy Enough? Toward Culturally “Real”-evant Curriculum
Barbara Thayer-Bacon, Teaching Spirituality as Ontology in Public Schools.
Marion de Souza, The Complex Reasons for Missing Spirituality.
Democratic Foundations for Spiritually Responsive Pedagogy.
Democracy and Education,
(2), Article 6.
Available at: http://democracyeducationjournal.org/home/vol24/iss2/6