Keywords
Social Justice
Early childhood education
How to Cite
Abstract
This article reports the results of a qualitative study with five early childhood educators which explored their understanding of spirituality, their own and that of the children they taught, as well as their perceptions of how they may nurture this type of development in their classroom. The study also aimed to identify teachers‘ perceptions regarding how spirituality in early childhood education contributes toward social justice. The findings point to an emergent theoretical framework for spirituality in early childhood education that contextualizes it within the boundaries of identity, connectedness with oneself and others, and with fairness, equity, caring, and love. Spirituality is recognized as fundamental for early childhood educators and young children. Its place within this field is subversive and significant. It is a source of strength, resistance, and transformation, as well as part of the groundwork for social justice early in life.
How to cite:
Pedraza-Burgos, L., & Tyson, C. (2011). Spirituality at the convergence of social justice in early childhood education. Pedagogía, 42(1), 125-143. Retrieved from https://revistas.upr.edu/index.php/educacion/article/view/16668
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