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Attempting to capture the intangible: spirituality in state education.

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dc.contributor.author Fraser, Deborah
dc.contributor.author Grootenboer, Peter
dc.date.accessioned 2012-11-12T22:57:43Z
dc.date.available 2012-11-12T22:57:43Z
dc.date.issued 2005
dc.identifier.citation Fraser, D. & Grootenboer, P. (2005). Attempting to capture the intangible: Spirituality in state education. Curriculum Matters, (1), 152-171. en_NZ
dc.identifier.issn 2253-2129
dc.identifier.uri http://hdl.handle.net/10289/6832
dc.description.abstract Spirituality has quietly featured in the secular school curriculum for decades but little attention was given to it until "spiritual well-being" was defined and briefly discussed in the 1999 Health and Physical Education in the New Zealand Curriculum document (Ministry of Education, 1999). The definition provided in this statement, however, is so broad ranging that it provides little clarity to teachers who are required to interpret what spirituality might mean for classroom practice. This article explores the implications of spirituality for teaching and learning in Aotearoa New Zealand. It examines several teachers' narratives of classroom experiences that reveal spiritual dimensions. In attempting to capture the intangible, these narratives provide some insights to the possibilities, both conscious and unconscious, of creating a climate that fosters spirituality. en_NZ
dc.language.iso en
dc.publisher NZCER Press en_NZ
dc.relation.uri http://www.nzcer.org.nz/nzcerpress/curriculum-matters/articles/attempting-capture-intangible-spirituality-state-education en_NZ
dc.title Attempting to capture the intangible: spirituality in state education. en_NZ
dc.type Journal Article en_NZ


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