One teacher’s journey towards a spiritual pedagogy – an auto ethnographical narrative of epistemological beliefs and practice
Bibliographic Data
| ID | 21272249 |
|---|---|
| Authors | Elizabeth Rouse (0000-0002-2889-5382, Deakin University, corresponding author) |
| Year | 2024 |
| Volume | 29 |
| Issue | 2 |
| Pages | 49-62 |
| Publication date | 2024-02-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Journal of Children s Spirituality (JOURNAL) |
| Journal identifiers | ISSN: 1364-436X • E-ISSN: 1469-8455 |
| Publisher | Routledge (PUBLISHER • GB) |
| DOI | 10.1080/1364436x.2024.2308887 |
| OpenAlex | W4391437676 |
| Language | EN |
| Citations received | 4 |
| References cited | 27 |
The Early Years Learning Framework (EYLF) for Australian presents a holistic view of early childhood education that recognises the dimensions of learning and development as being interwoven and interrelated. Spiritual development, spiritual wellbeing and spiritual identity are outlined in this document as essential components of early childhood education. However, enacting a spiritual pedagogy can be challenging for many early childhood teachers. Using an auto-ethnographical approach, this paper explores my journey as a teacher in realising my own epistemological stance, which draws on Bruner's phenomenon of 'self' as a framework for understanding children's being as it is positioned within the context of spirituality. Autoethnography allowed analysis of my lived experience, to provide an avenue for others to consider their own experiences in similar ways. The findings from this paper can support other early years educators to recognise ways that spirituality is already incorporated into their pedagogical practices
Epistemology · Ethnography · Linguistics · Narrative · Narrative inquiry · Pedagogy · Sociology · Anthropology · Critical and Liberation Pedagogy · Diverse Education Studies and Reforms · Philosophy · Psychology · Religious Education and Schools
Happiness and Education
Neoliberalism and early childhood
Understanding Teacher Identity as an International Teacher
Revisiting some half-forgotten ideas on children’s spirituality
The role of culture and traditions in how young children’s identities are constructed
Happiness, emotional well‐being and mental health – what has children’s spirituality to offer
Silenced by performativity
Exploring the spiritual in the pedagogy of Friedrich Froebel
Spirituality and early childhood special education
The potential of ‘wonder’ to engage children’s spirituality
Exploring trauma, loss and healing
Caring
Guidelines for Quality in Autobiographical Forms of Self-Study Research
Organisational autoethnography
| Citations per year | 4 |
|---|---|
| Citation span | 2025 - 2026 (2) |
| Highly cited | No |