Spiritual Discourse in the Academy focuses on the value of spirituality as a subjugated knowledge from globalized contexts. The book's central tenet is that spirituality is the core of one's intellectual growth and that its inclusion in education acknowledges the sum total of who we are. It not only offers strategies for transformative education, but also embraces global diversity and inclusive education for the twenty-first century.
The book also provides a detailed examination of spirituality from a global context, acknowledges the detrimental legacies of colonialism on indigenous spirituality, knowledge systems, traditional justice systems, and on indigenous peoples. Spiritual Discourse in the Academy reaches out to educators, scholars, and students who are interested in the multiple roles of spirituality in schooling and society at large. It can be used for teaching courses in spirituality, education, religious studies, and cultural studies.
"It is a truism that the strength and depth of human existence rests on the individual and the collective acceptability of our spiritual being. This book has magnificently explored ... the high destiny which has been bestowed on every human being ... This book is highly recommended to everyone that seeks to tap into the existential spiritual well-being that invariably gives you the 'feel-good factor."
—Antonia Ashiedu, PhD, Delta State Commissioner for Poverty Alleviation, Nigeria
Table of Contents:
Theme One: Context
Francis Akena Adyanga: African Spirituality and the Traditional Justice System: Pedagogical Implications for Education
Elias K. Bongmba: Spirituality: An Intersubjective Practice
Onek C. Adyanga: Response to the Context Theme
Theme Two: Pedagogy
Jean-Paul Restoule/Erin Wolfson/Candace Brunette/Christine Smillie/Angela Mashford-Pringle/Maya Chacaby/Gail Russel: Supporting Aboriginal Learners in Post-Secondary Education Institutions in Ontario
Ahmed Ali Ilmi: Claiming the Sacred: Indigenous African Spirituality and Schooling
Neville G. Panthaki: Swaraj, Spirituality, and Saraswati: Conceptualizing Post-Colonial Indian Secular Cosmopolitanism as Identity, and Education
Mary Ashiedu: Spirituality as a Strategy for Survival: An Igbo Perspective
Onek C. Adyanga: Response to the Pedagogy Theme
Theme Three: Discourse
Njoki Nathani Wane: Students' Spiritual Selves: Implications for Classroom Practices
Erick Fabris: Spirituality and a Mad People's Commons
Natalie McDoom-Slack: The Liberation of Critical Pedagogy: Towards an Understanding of Spirituality and Education
Michael Onyedika Nwalutu: Dispiriting the Spiritual in Classroom Education: Critiquing Spirituality as a Tool for Transformative Education in 21st-Century Academe
Margarita Simon Guillory: The Creative Individual: Identity Construction and Individuality in African American Spirituality
Mindy Lee: Chinese Spirituality: Implications for Western Educators
Bradley D. Rowe: American Emerson: A Response to the Discourse Theme
Njoki Nathani Wane/Ahmed Ali Ilmi/Francis Akena Adyanga: Conclusion: An Invitation to Continuous Dialogue on Indigenous Spiritual Ways of Knowing.
About the Editors:
Njoki N. Wane (PhD, University of Toronto) is a professor at the University of Toronto. She has won many awards for her teaching and scholarship, including the Harry Jerome Professional Excellence Award (2008). She also received the Decolonizing Education towards the Advancement of Anti-Racism Award (2014) from the University of Toronto.
Francis Akena Adyanga received his PhD from the University of Toronto.
Ahmed Ali Ilmi received his PhD from the University of Toronto.