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dc.contributor.authorFraser, Deborah
dc.date.accessioned2010-07-01T01:48:57Z
dc.date.available2010-07-01T01:48:57Z
dc.date.issued2007
dc.identifier.citationFraser, D. (2007). State education, spirituality, and culture: teachers' personal and professional stories of negotiating the nexus. International Journal of Children’s Spirituality, 12(3), 289-305.en_NZ
dc.identifier.urihttps://hdl.handle.net/10289/4069
dc.description.abstractThis paper explores the implications of spirituality for teaching and learning in multicultural state schools through the examination of several teachers' personal and professional narratives. In attempting to capture the intangible, these narratives provide insights into the possibilities, both conscious and unconscious, of creating a climate that fosters spirituality. The classroom stories of a spiritual nature that the teachers recounted (while many and varied) revealed some common themes that related to the climate of the classrooms. Sensitive issues of faith, beliefs, and culture emerged and the teachers' narratives illustrate ways in which inclusive communities can be fostered. The paper provides examples of cultural and social inclusiveness with a focus on two major themes: the relationship between life and death, and fostering a sense of belonging.en_NZ
dc.language.isoen
dc.publisherRoutledgeen_NZ
dc.relation.urihttp://www.informaworld.com/smpp/content~db=all~content=a787088110~frm=titlelinken_NZ
dc.subjectspiritualityen_NZ
dc.subjectstate educationen_NZ
dc.subjectteachers’ storiesen_NZ
dc.subjectcultureen_NZ
dc.titleState education, spirituality, and culture: teachers' personal and professional stories of negotiating the nexusen_NZ
dc.typeJournal Articleen_NZ
dc.identifier.doi10.1080/13644360701714977en_NZ
dc.relation.isPartOfInternational Journal of Children's Spiritualityen_NZ
pubs.begin-page289en_NZ
pubs.editionDecemberen_NZ
pubs.elements-id32670
pubs.end-page305en_NZ
pubs.issue3en_NZ
pubs.volume12en_NZ


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