Abstract

There is scant research literature on the interconnection between spirituality and the practices of faculty of color teaching social justice in the higher education classroom. This paper is based on a qualitative study that examined 15 spiritually minded activist scholars (who are all racially minoritized) in Canadian universities. The analysis focuses on how such scholars integrate spirituality into their teaching practices. This paper presents three themes: (a) responding to students in the classroom, (b) centering spirituality in the curriculum, and (c) the perils of incorporating a spiritually based pedagogy.

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Additional Information

ISSN
1090-7009
Print ISSN
0162-5748
Pages
pp. 473-512
Launched on MUSE
2010-06-17
Open Access
No
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