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dc.contributor.authorFraser, Deborah
dc.contributor.authorGrootenboer, Peter
dc.date.accessioned2012-11-12T22:57:43Z
dc.date.available2012-11-12T22:57:43Z
dc.date.issued2005
dc.identifier.citationFraser, D. & Grootenboer, P. (2005). Attempting to capture the intangible: Spirituality in state education. Curriculum Matters, (1), 152-171.en_NZ
dc.identifier.issn2253-2129
dc.identifier.urihttp://hdl.handle.net/10289/6832
dc.description.abstractSpirituality 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.isoen
dc.publisherNZCER Pressen_NZ
dc.relation.urihttp://www.nzcer.org.nz/nzcerpress/curriculum-matters/articles/attempting-capture-intangible-spirituality-state-educationen_NZ
dc.titleAttempting to capture the intangible: spirituality in state education.en_NZ
dc.typeJournal Articleen_NZ
dc.relation.isPartOfCurriculum Mattersen_NZ
pubs.begin-page152en_NZ
pubs.elements-id31365
pubs.end-page171en_NZ
pubs.volume1en_NZ


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