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Rekindling Embers of the Soul

An Examination of Spirituality in Teacher Education

Edited by:
Miranda Lin, Illinois State University
Thomas A. Lucey, Illinois State University

A volume in the series: Chinese American Educational Research and Development Association Book Series. Editor(s): Guofang Wan, Loyola University Chicago.

Call for Chapters

This edited volume examines the scholarship that relates to issues of spirituality and teacher preparation. It considers writings from varied perspectives to interpret the essence of the soul that defines teaching and how teacher preparation efforts may purify or corrupt its presence. The collection will contain two sections. The works within the first section will examine what is meant by spirituality, collectively and individually. It will consider its interpretation by various cultural traditions and how these understandings shape its applications. Contributions to the second section will present pedagogical considerations: How does spirituality occur, deliberately and incidentally, in teaching and teacher education? To what extent do efforts to teach about spirituality, implicitly and explicitly, affirm or disrupt teacher candidates' worldviews and perspectives of the profession and their classroom?

Watson's (2003) observation of a shifting trend in spiritual interpretation, from religiously-tethered to citizenship-oriented, would suggest that a science-focused environment employs a human-centric vision. Many indigenous cultures perceive Humanity as a part of the environment rather than its focus. In what ways does a colonialist perspective skew interpretation of spirituality, particularly in a setting where the technology represents a tool to capture and exploit spiritual identities? (Lucey & Lin, 2020).
There are few to none courses offered on college campuses to provide such a platform for students to engage in thoughtful and intellectual dialogue regarding their spirituality. The complexity of spirituality can only be understood contextually as the perceptions of spirituality vary from one culture to another. Nevertheless, there is certainly a growing interest in the spiritual dimension's relevance to higher education (Beech, 2012).
We invite articles that fill some of the literature gaps and answer the fundamental questions about spirituality's nature, its presence in teacher education, and the classroom. Possible topics include, but are not limited to, the following items.

• What spiritual awareness should teacher education and its standards recognize?

• How do teacher educators prepare candidates in spiritual tenets?

• How do indigenous spiritual perspectives inform teacher education?

• Is spirituality a valid learning concept in a patriarchal, euro-dominated curriculum that emphasizes science?

• How do groundings for (digital) citizenship inform about perspectives of spirituality and its relationship to education foundations and related curricula?

• What relationships exist between (human place) external and internal (mindfulness) spiritual perspectives?

• If spirituality is indeed a universal developmental process, how do teacher educators account for Whether or how education scholars answer these questions bears greatly on interpreting social loyalties and relationships.

The book is developed with the following objectives in mind:

• To foster dialogue among members of the spiritual education and teacher education communities that inform about spirituality and its presence concerning classrooms, schools, community, and higher education settings.

• To present current scholarship that examines understandings of spirituality and teaching and research applications in teacher education;

• To provide an interpretation of spirituality among various cultures and how these understandings inform about teacher development.

• To inform about cultural variances in spiritual interpretations and strategies for examining these differences.

• To encourage a dialogue about religiously and non-religiously tethered notions of spirituality in relation to the classroom.

• To consider the different bases for citizenship and loyalty and spirituality's role in their interpretation.

• To consider relationships between existing teacher education efforts at spiritual development;

• To present ideas for curriculum and instruction that promote spiritual awareness in teacher candidates.

Prospective authors are invited to submit a 1000-word proposal to the editors by January 31, 2021. In the proposal, please include a proposed title for the chapter and the manuscript's organizational structure (including key headings/subheadings). The proposal should clearly delineate the content of the chapter. Within the proposal, please cite 2-3 key texts or papers that support your work. The proposal should be written following the APA- 7 style and submitted in Microsoft Word format. The editors will review the chapter proposals, and authors will be notified by February 26, 2021. Final drafts of all chapters will be due by August 15, 2021.

Timeline
Proposals Submission Deadline: February 28, 2021
Full Chapters Due: August 15, 2021
Submission Date to the publisher: November 30, 2021

Should you have any questions, please feel free to contact the editors.

Miranda Lin, Ph. D.
School of Teaching and Learning
College of Education
Illinois State University
ymlin@ilstu.edu

Thomas Lucey, Ed. D.
School of Teaching and Learning
College of Education
Illinois State University
tlucey@ilstu.edu

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