Reflections on Engaging Culture, Race, and Spirituality

Session Type: Symposium

Abstract

Additional field-based research is necessary to understand the impact of the spiritual paradigm on educational experiences. Dillard’s (2006) paradigm privileges embodied perspectives, political engagement, acceptance of risk, cultural recognition, respect for the sacred, communal construction of truth, authentic dialogue, liberation, and redemption. Utilizing data from three qualitative studies, session participants will reflect on their experiences working from a spiritual paradigm in both teacher education and public high school settings. Specifically, studies focus on the impact of authentic dialogue on discussions of race, identity, and privilege. Scholars from multiple fields of education will provide context for the potential and implications of teaching and learning from the spiritual paradigm.

Sub Unit

• SIG-Spirituality & Education

Chair

• Angela Cartwright Lynskey, Midwestern State University

Papers

• Conversations About Race: How Embracing Spirituality Opens Space for Dialogues in Teacher Education - Tami A. Augustine, The Ohio State University; Deborah Justice Zurmehly, The Ohio State University

• With Mindfulness as a Guide: Engaging Conversations in Teacher Education - Barbara J. Dray, University of Colorado - Denver

• Occupy Classrooms: Teaching From a Spiritual Paradigm - Angela Cartwright Lynskey, Midwestern State University

• Spiritual Occupations: Reflections on Pedagogies and Everyday Stories of Globalization - Carmen L. Medina, Indiana University - Bloomington

Discussant

• Cynthia B. Dillard, University of Georgia