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- 250 pages
- English
- PDF
- Only available on web
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About This Book
In Interrogating (Hi)stories, Audrey Lingley uses a critical constructivist perspective to problematize the absence of the spiritual dimension of human growth from pedagogical models that emphasize responsiveness to developmental psychology. The book investigates this conspicuous absence through critical historiographical research; it is a critical interrogation of the tacit understandings that guide education in general and middle grades reform in particular. The author offers practical, classroom-based implications and culturally respectful language for educators who believe spirituality is a legitimate aspect of human growth and learning in a public school setting.
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Table of contents
- Cover
- Table of Contents
- Foreword
- Acknowledgments
- Introduction
- Chapter One: Critical Constructivist Research in Education
- Chapter Two: Caring as Advocacy in the Middle Grades
- Chapter Three: Excluding the Spiritual Dimension From Developmentally Responsive Education
- Chapter Four: A Research Design for Interrogating the (Hi)stories
- Chapter Five: Research Methods Illustrated
- Chapter Six: Paradigms of the (Hi)stories
- Chapter Seven: Dynamic of Paradox
- Chapter Eight: Establishing the Relevance of Spiritual Development in Education
- Chapter Nine: A Discourse of Possibility
- Appendices
- References