Using Appreciative Inquiry and Multimodal Texts as Transformative Tools Within a Christ-Following, Missional, Learning Community

Arkwright, James; Chihota, Clement

doi:10.1007/978-981-13-0851-2_17

Cited by 2 publications

(1 citation statement)

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“…In Chapter 16, Hills et al (2018) discuss a personalised learning and teaching approach for a student with an intellectual disability in a Christian tertiary education context in Queensland. Chapter 17 reflects on an 'appreciative inquiry' research project undertaken in a Christian tertiary education context in Aotearoa New Zealand (Arkwright and Chihota 2018). The project explored how staff journeyed together to nurture more conscious and intentional attachments with God, which resulted in a transformed professional community.…”

Section: Pertinent Literature: a Succinct Overview Of Contemporary Rementioning

confidence: 99%

Learning and Loves Envisaged Through the Lens of James K. A. Smith: Reimagining Christian Education Today

Norsworthy

Dowden

Luetz

2018

Reimagining Christian Education

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This chapter introduces the reader to the notion of learning and loves in relation to Christian education. In particular, it draws from James K. A. Smith's (2016a) keynote address at the 2016 research symposium "Learning and Loves: Reimagining Christian Education" and sketches a range of contemporary perspectives on the nature and purpose of Christian education today. Critical to this discussion is the educator's understanding of what it means to be human and Smith's (2016a) presupposition that "every pedagogy implicitly assumes an anthropology". Given that Christian education has been shown to be concerned with the making of 'whole' persons (Holmes 1987; Ream and Glanzer 2013), holistic approaches that are both theoretically grounded and practically beneficial are critical to and for such a transformative endeavour. This discourse also introduces the content and organisation of the book Reimagining Christian Education: Cultivating Transformative Approaches, which focuses on some of the manifold facets, expressions and experiences of Christian education encountered in innovative contemporary research and practice today. The book is organised into five thematic sections and includes the introduction of both theoretical perspectives and pedagogical methods and tools, which are field-tested and practice-approved: (1) Conceptual Perspectives; (2) Pedagogical Implications; (3) Inclusive Education and Hospitality; (4) Trends in Learning, Business and Technology; (5) Promoting Reconciliation and Social Justice. By looking at Christian education through the lens of James K. A. Smith, this chapter offers fresh perspectives on (re)imagining education as the passionate pursuit of learning and teaching by lovers of God.

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Section: Pertinent Literature: a Succinct Overview Of Contemporary Rementioning

confidence: 99%