This document discusses a study that examined how a diverse group of spiritually-minded activist scholars integrate spirituality into their anti-oppressive teaching practices in Canadian universities. The study used qualitative narrative research methods including 15 interviews over 8 months. It identified two common themes among participants: moving toward a pedagogy of hope and affirming different ways of knowing. The conclusion discusses the challenges but potential benefits of teaching from a spiritual paradigm for developing anti-oppressive pedagogy.

2. The Problem/Purpose
 While spirituality is often discussed, the main challenge for
scholars is to center it in the halls of academia.
 Spiritually-minded scholars find in difficult to express
spirituality in the secular academy.
 This leads to “disembodied ways of knowing.”
 People find it difficult to bring their whole selves into the
classroom (minds, but not experiences as people who have
differences)
 How do people who self-identify as spiritually active
people integrate this?

3. Quality of Literature Review
 Brief literature review – tries to address gaps in research
While there is a growing body of literature that discusses integrating spirituality
into teaching and learning in the academy (Denton and Ashton 2004; hooks 2003;
Kazanjian and Laurence 2000; Palmer 1998; Tisdell 2003), ‘there has been a paucity
of attention to the explicit connection of spirituality . . . to dealing with diversity
issues in higher education’ (Tisdell 2007, 532). With some exceptions (e.g. Dillard,
Abdur-Rashid, and Tyson 2000; Tisdell 2003), most discussions that examine the
connection between spirituality in education for social justice and anti-oppression
have been theoretical in nature or based on self-reflexive experiences (hooks 2003;
Orr 2002; Shahjahan 2004). This article contributes empirical research to this latter
body of literature, in an effort to challenge and re-envision the fundamental
epistemologies underlying teaching practices for social justice in higher education
(Dillard, Abdur-Rashid, and Tyson 2000).
 Pulls in a few sources at end, but doesn’t revisit much

4. Research Question
 How does a socially diverse group of spiritually-minded
activist scholars integrate spirituality into their anti-
oppressive teaching practices in the Canadian university
context?
 Clear purpose and problem
 Adding to the field by examining the experiences of an
under-researched group.

5. Identification of Hypothesis, etc.
 No hypothesis
 Logically related? Yep.
 Central phenomenon is clearly described
 Anti-colonial framework
 Themes outlined between participants

6. The Methodology
 Research design and appropriateness:
 Article drawn from broader study, 15 interviews
 Qualitative over eight months
 Narrative research method
 Found two common themes

7. Participants
 10 women, 5 men
 Self-identified spiritual beings, teaching/researching diversity
issues
 Activists whose spirituality informs social justice work
 Non-dogmatic, non-evangelical spirituality
 Conscious integrators of spirituality into academic activities
 Selected – 15 participants – does not say much about
location, type of university, or more specifics about participant
selection.
 Drawn from broader study
 Canada, university faculty members, self-identified
 Do not know how self identified.

8. Assessment of Procedures and
Methodologies
 What could bias or weaken the study?
 The researcher’s preconceived notions
 Definition of spirituality
 Did not acknowledge the source of definition or reason selected
 Method of participant selection
 Anti-colonial framework choice
 Methods of data collection were used?
 Interviews
 Duration and intensity of data collection
 8 month period, 15 interviews

9. Themes and Conclusions
 Theme: Toward a pedagogy of hope
 Theme: Affirming different ways of knowing.
 Conclude with “the argument that teaching from a
spiritual paradigm is fraught with challenges and risks yet
has positive implications for developing antioppressive
pedagogy in higher education.”