Narrative autoethnography and the promotion of spiritual well-being in teacher research and practice

This article demonstrates through an example the usefulness of autoethnography as a mechanism for teachers acquiring clarity about their spiritual experiences, which has the potential to contribute to facilitating pupils' spiritual growth. I begin by examining the role of the spiritual dimensio...

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Bibliographic Details
Published in:Pastoral care in education 2008-09, Vol.26 (3), p.187-196
Main Author: Long, Louise
Format: Article
Language:English
Subjects:
Classroom Environment
Ethnography
holistic awareness
narrative autoethnography
Rehabilitation
Religion
Religious Factors
Spiritual Development
spiritual well-being
Teacher Researchers
Well Being
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Summary:This article demonstrates through an example the usefulness of autoethnography as a mechanism for teachers acquiring clarity about their spiritual experiences, which has the potential to contribute to facilitating pupils' spiritual growth. I begin by examining the role of the spiritual dimension in the promotion of a holistic model of education. The purposes and ethical implications of autoethnographic research and its benefits for teacher development are addressed. A story about illness, neurosurgery and rehabilitation is presented, written according to introspective and autoethnographic techniques. The narrative reflects aspects of the writer's spiritual growth and highlights the need among teachers to explore their own spiritual well-being as much as the spiritual well-being of their pupils. Suggestions are made about the diverse use of narrative to promote spiritual learning experiences in the classroom. This is an important part of the work carried out by teachers in the delivery of a curriculum that prepares learners to fulfil their potential in life and work.
ISSN:0264-3944
1468-0122
DOI:10.1080/02643940802246575