In the new millennium: The role of spirituality and the cultural imagination in dealing with diversity and equity in the higher education classroom

Research output: Contribution to journalReview article

16 Citations (Scopus)

Abstract

Background Context: There has been much recent discussion on the role of spirituality in higher education, and much emphasis in the past 20 years on the importance of attending to diversity and equity concerns, though for the most part these discussions have been separate. This paper takes up the suggestion of scholars such as Barbara Wallace who noted that it is time for a new approach to critical multicultural teaching in higher education, to one that emphasizes social justice, an end to oppression, and spirituality Focus of Study: The purpose of this paper is two-fold: (1) to discuss the role of spirituality (and its similarities and differences to religion) in engaging the notion of "the cultural imagination"; and (2) to discuss how one can draw on spirituality and the cultural imagination in the higher education classroom in dealing with cultural or diversity and equity issues. Research Design: This discussion draws on the combined insights of the following: an earlier qualitative study exploring how spirituality informs the work of 31 educators from different cultural groups teaching classes dealing with diversity and equity issues and how they draw on it in the classroom; the insights of many recent authors who discuss the importance of attending to both imagination and spirituality in higher education teaching without pushing a religious agenda; and those who draw on cultural story, image, symbol, poetry, and art as a part of their teaching about diversity and equity issues. Conclusions and Recommendations: In the ongoing process of meaning-making about culture, individuals re-weave new patterns of meaning by combining new threads of cultural and other experience with the old threads. This process is engaging cultural imagination. Image, symbol, music, ritual, art, poetry, often touch off memory in conscious and unconscious ways, which sometimes connects to spirituality. This paper explores how one can combine these ways of knowing that are a part of cultural imagination, with the intellectual and critical analysis aspects of higher education to facilitate greater student learning and greater equity in society.

Original languageEnglish (US)
Pages (from-to)531-560
Number of pages30
JournalTeachers College Record
Volume109
Issue number3
StatePublished - Jan 1 2007

Fingerprint

spirituality
equity
classroom
education
Teaching
poetry
symbol
art
imagination
oppression
social justice
research planning
religious behavior
music
Religion
educator
learning
experience
Group
student

All Science Journal Classification (ASJC) codes

  • Education

Cite this

@article{a94d9dcb876145bd9b8569b04a5d1365,
title = "In the new millennium: The role of spirituality and the cultural imagination in dealing with diversity and equity in the higher education classroom",
abstract = "Background Context: There has been much recent discussion on the role of spirituality in higher education, and much emphasis in the past 20 years on the importance of attending to diversity and equity concerns, though for the most part these discussions have been separate. This paper takes up the suggestion of scholars such as Barbara Wallace who noted that it is time for a new approach to critical multicultural teaching in higher education, to one that emphasizes social justice, an end to oppression, and spirituality Focus of Study: The purpose of this paper is two-fold: (1) to discuss the role of spirituality (and its similarities and differences to religion) in engaging the notion of {"}the cultural imagination{"}; and (2) to discuss how one can draw on spirituality and the cultural imagination in the higher education classroom in dealing with cultural or diversity and equity issues. Research Design: This discussion draws on the combined insights of the following: an earlier qualitative study exploring how spirituality informs the work of 31 educators from different cultural groups teaching classes dealing with diversity and equity issues and how they draw on it in the classroom; the insights of many recent authors who discuss the importance of attending to both imagination and spirituality in higher education teaching without pushing a religious agenda; and those who draw on cultural story, image, symbol, poetry, and art as a part of their teaching about diversity and equity issues. Conclusions and Recommendations: In the ongoing process of meaning-making about culture, individuals re-weave new patterns of meaning by combining new threads of cultural and other experience with the old threads. This process is engaging cultural imagination. Image, symbol, music, ritual, art, poetry, often touch off memory in conscious and unconscious ways, which sometimes connects to spirituality. This paper explores how one can combine these ways of knowing that are a part of cultural imagination, with the intellectual and critical analysis aspects of higher education to facilitate greater student learning and greater equity in society.",
author = "Tisdell, {Elizabeth Jean}",
year = "2007",
month = "1",
day = "1",
language = "English (US)",
volume = "109",
pages = "531--560",
journal = "Teachers College Record",
issn = "0161-4681",
publisher = "Teachers College Record",
number = "3",

}

TY - JOUR

T1 - In the new millennium

T2 - The role of spirituality and the cultural imagination in dealing with diversity and equity in the higher education classroom

AU - Tisdell, Elizabeth Jean

PY - 2007/1/1

Y1 - 2007/1/1

N2 - Background Context: There has been much recent discussion on the role of spirituality in higher education, and much emphasis in the past 20 years on the importance of attending to diversity and equity concerns, though for the most part these discussions have been separate. This paper takes up the suggestion of scholars such as Barbara Wallace who noted that it is time for a new approach to critical multicultural teaching in higher education, to one that emphasizes social justice, an end to oppression, and spirituality Focus of Study: The purpose of this paper is two-fold: (1) to discuss the role of spirituality (and its similarities and differences to religion) in engaging the notion of "the cultural imagination"; and (2) to discuss how one can draw on spirituality and the cultural imagination in the higher education classroom in dealing with cultural or diversity and equity issues. Research Design: This discussion draws on the combined insights of the following: an earlier qualitative study exploring how spirituality informs the work of 31 educators from different cultural groups teaching classes dealing with diversity and equity issues and how they draw on it in the classroom; the insights of many recent authors who discuss the importance of attending to both imagination and spirituality in higher education teaching without pushing a religious agenda; and those who draw on cultural story, image, symbol, poetry, and art as a part of their teaching about diversity and equity issues. Conclusions and Recommendations: In the ongoing process of meaning-making about culture, individuals re-weave new patterns of meaning by combining new threads of cultural and other experience with the old threads. This process is engaging cultural imagination. Image, symbol, music, ritual, art, poetry, often touch off memory in conscious and unconscious ways, which sometimes connects to spirituality. This paper explores how one can combine these ways of knowing that are a part of cultural imagination, with the intellectual and critical analysis aspects of higher education to facilitate greater student learning and greater equity in society.

AB - Background Context: There has been much recent discussion on the role of spirituality in higher education, and much emphasis in the past 20 years on the importance of attending to diversity and equity concerns, though for the most part these discussions have been separate. This paper takes up the suggestion of scholars such as Barbara Wallace who noted that it is time for a new approach to critical multicultural teaching in higher education, to one that emphasizes social justice, an end to oppression, and spirituality Focus of Study: The purpose of this paper is two-fold: (1) to discuss the role of spirituality (and its similarities and differences to religion) in engaging the notion of "the cultural imagination"; and (2) to discuss how one can draw on spirituality and the cultural imagination in the higher education classroom in dealing with cultural or diversity and equity issues. Research Design: This discussion draws on the combined insights of the following: an earlier qualitative study exploring how spirituality informs the work of 31 educators from different cultural groups teaching classes dealing with diversity and equity issues and how they draw on it in the classroom; the insights of many recent authors who discuss the importance of attending to both imagination and spirituality in higher education teaching without pushing a religious agenda; and those who draw on cultural story, image, symbol, poetry, and art as a part of their teaching about diversity and equity issues. Conclusions and Recommendations: In the ongoing process of meaning-making about culture, individuals re-weave new patterns of meaning by combining new threads of cultural and other experience with the old threads. This process is engaging cultural imagination. Image, symbol, music, ritual, art, poetry, often touch off memory in conscious and unconscious ways, which sometimes connects to spirituality. This paper explores how one can combine these ways of knowing that are a part of cultural imagination, with the intellectual and critical analysis aspects of higher education to facilitate greater student learning and greater equity in society.

UR - http://www.scopus.com/inward/record.url?scp=35649020886&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=35649020886&partnerID=8YFLogxK

M3 - Review article

AN - SCOPUS:35649020886

VL - 109

SP - 531

EP - 560

JO - Teachers College Record

JF - Teachers College Record

SN - 0161-4681

IS - 3

ER -