Abstract
In this response to Lingley's (2016) article "Democratic Foundations of Spiritually Responsive Pedagogy," the author invites the framework of (a)spiritually responsive curriculum to include a more direct engagement with a culturally relevant curriculum as well. The author agrees with Lingley's postulation that (a)spirituality is deeply embedded within the worldview of many students in K–12 classrooms, whether educators include this important aspect of their epistemology or not. Similar to the problems that come when we ignore identities of race, gender, (a)sexuality, (dis)ability, and social class, ignoring these important characteristics of students’ lived experiences is detrimental to learning outcomes and reinforces dominating narratives. Synthesizing literature from the broader educational justice movement, the author engages Lingley's culturally responsive (a)spiritual pedagogy and invites her to more directly engage students in a culturally relevant curriculum, as well.
Response to Article
Audrey Lingley, Democratic Foundations for Spiritually Responsive Pedagogy
Recommended Citation
Gambrell, J. A.
(2017).
Is Culturally Responsive Pedagogy Enough? Toward Culturally “Real”-evant Curriculum. A Response to "Democratic Foundations for Spiritually Responsive Pedagogy".
Democracy and Education,
25
(1), Article 12.
Available at:
https://democracyeducationjournal.org/home/vol25/iss1/12
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Social and Philosophical Foundations of Education Commons