Singing in the Spirit: Spiritual Practices inside Public School Classrooms

Autor/in	Norton, Nadjwa E. L.
Titel	Singing in the Spirit: Spiritual Practices inside Public School Classrooms
Quelle	In: Education and Urban Society, 40 (2008) 3, S.342-360 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1245
DOI	10.1177/0013124507304488
Schlagwörter	Music; Religious Factors; Grade 1; Spiritual Development; African American Teachers; Elementary School Teachers; Elementary School Students; African American Students; Inquiry; Age Differences; Ethnicity; Social Class; Social Influences; Public Schools; School Policy + Suchen Sie Ihr Suchwort? Musik; School year 01; 1. Schuljahr; Schuljahr 01; African Americans; Teacher; Teachers; Afroamerikaner; Lehrer; Lehrerin; Lehrende; Elementary school; Grundschule; Volksschule; Student; Students; Schüler; Schülerin; Studentin; Age; Difference; Age difference; Altersunterschied; Ethnizität; Social classes; Soziale Klasse; Sozialer Einfluss; Public school; Öffentliche Schule; Schulpolitik
Abstract	This article examines how one spiritual, Black, male, first grade teacher and one spiritual, Black first grader name music as a spiritual practice. The data arise from a 1-year multicultural feminist critical narrative inquiry. The findings demonstrate how the participants' age, ethnicity, class, and spirituality shape music as a spiritual practice. The study details how spiritual people negotiate public schools, conceptualize diverse notions of spirituality, and engage reflection. The article calls for the creation of more equitable policies and practices within schools that value and draw on music as an aspect of spirituality of the students and teachers within. (Contains 1 note.) (Author).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10