Nicky Duenkel
Biographic Data
| ID | 4145058 |
|---|---|
| NAME | Nicky Duenkel |
| GIVEN NAMES | Nicky |
| FAMILY NAME | Duenkel |
| SIGNATURE | DUENKEL N |
| AFFILIATIONS | Cape Breton University |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2013 |
| H-INDEX | 0 |
Leadership as a Spiritual Practice
Religious educators commonly come to volunteer leadership roles from a sense of parental duty or as a form of service to the congregation, and lament the fact that while doing so they are missing out on the sermon and their own spiritual practice. This study contends that religious educators’ volunteer leadership can, by design, be experienced as a spiritual practice in and of itself. In-depth interviews with religious education (RE) volunteers, …
Ecological education and action research
Action research, within the context of an ecological education graduate degree, can result in transformative learning experiences for formal and nonformal educators. Encountering layers of hegemony and awakening to relations of power facilitated a profound shift within these teacher-researchers, engendering a newly felt sense of empowerment. Integral to the transformative learning process were opportunities for reflection fostering greater balanc…
No prominent works on this page.
Leadership as a Spiritual Practice
Religious educators commonly come to volunteer leadership roles from a sense of parental duty or as a form of service to the congregation, and lament the fact that while doing so they are missing out on the sermon and their own spiritual practice. This study contends that religious educators’ volunteer leadership can, by design, be experienced as a spiritual practice in and of itself. In-depth interviews with religious education (RE) volunteers, …
Ecological education and action research
Action research, within the context of an ecological education graduate degree, can result in transformative learning experiences for formal and nonformal educators. Encountering layers of hegemony and awakening to relations of power facilitated a profound shift within these teacher-researchers, engendering a newly felt sense of empowerment. Integral to the transformative learning process were opportunities for reflection fostering greater balanc…
Pedagogy (2 works) · Political science (2 works) · Psychology (2 works) · Sociology (2 works) · Action (physics (1 work) · Action learning (1 work) · Action research (1 work) · Adult and Continuing Education Topics (1 work) · Context (archaeology (1 work) · Cooperative learning (1 work)