The Dialogical Relationship Between Spiritual and Professional Identity in Beginning Teachers: Context, Choices and Consequences
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The dialogical relationship between spiritual and professional identity in beginning teachers: context, choices and consequences by Kimberly Franklin B.Ed. UBC 1985 M.Ed. OISE 1989 THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF EDUCATION In the Faculty of Education © Franklin 2010 SIMON FRASER UNIVERSITY Spring 2010 All rights reserved. This work may not be reproduced in whole or in part, by photocopy or other means, without permission of the author. Declaration of Partial Copyright Licence The author, whose copyright is declared on the title page of this work, has granted to Simon Fraser University the right to lend this thesis, project or extended essay to users of the Simon Fraser University Library, and to make partial or single copies only for such users or in response to a request from the library of any other university, or other educational institution, on its own behalf or for one of its users. 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Simon Fraser University Library Simon Fraser University Burnaby, BC, Canada Last update: Spring 2010 ABSTRACT This study highlights unique contours of Christian spirituality and their relationship to the development of teacher identity. It provides insights for beginning Christian teachers seeking to become spiritual persons who teach, as well as, teacher educators and educational leaders who desire to support a spiritual way of being in the classroom that is an appropriate and meaningful expression of the personal in a public space. The study weaves together the lead researcher‘s personal story and the personal narrative dialogues of nine participants reflecting on their choices to reveal or conceal their spiritual identity in a public setting over a period of five months. The participants were asked to consider their choices in relation to a metaphor of ―veiling‖ because of its multi-layered and paradoxical meanings which paralleled the temporal, political, contextual and interpretive flow between public and private or professional and personal identity reconciliation. The narrative dialogues of the participants were interpreted in four different ways: ―the veil as trauma‖, ―the veil as giving an account of oneself‖, ―the veil as sanctuary‖, and ―the veil as an ascetic of love‖. These interpretations reflected the lived experiences of the participants as well as a general progression of understanding with regard to their spiritual identity. They began to move from an understanding of identity as rooted in an autonomous epistemological process of role negotiation towards ―personal being‖, an ontological and communal path of becoming. Their new understandings about identity also revealed possible life-giving responses to ongoing issues in education: the issue of conformity, the issue of prioritizing the moral and ethical nature of the practice, and the issue of the teacher‘s quest for personal integrity. The study concludes with a iii consideration of the possibilities of personal being as an inherently respectful and redemptive dialogical stance in the public secular context. Key words: teacher identity formation; personal being; Christian spirituality; conformity in education; integrity in education; teaching as a moral/ethical practice; shared narrative inquiry as a quest for virtue; veiling as Judeo-Christian metaphor; silence as a dialogical stance. iv DEDICATION This thesis is dedicated to my participants, Lori, Greg, Ben, Julie, Christie, Sherri, Mariah, Cassandra and Janine, for their willingness to share with me and all future readers the gifts of their stories and thoughts. v ACKNOWLEDGEMENTS I cannot adequately express with words my gratitude to the many people who have made this thesis journey possible, but these brief words are my humble attempt. My first expression of loving gratitude goes to my husband, David, for holding my being within his being through his patience, continuous encouragement, unconditional love, care and practical help. Any good that I do is made possible by his self-emptying love for me. My children, Braden and Garrett, also deserve much appreciation for their patience with a mother who was often distracted and unavailable, for their willingness to help in practical ways, and for often keeping my head out of the clouds. I would also like to sincerely thank my senior supervisor, Dr. Peter Grimmett for his thoughtful, challenging and caring mentorship and guidance, and for persevering with me throughout this very long journey of twists and turns. His appreciation for the final direction and development of my thought was especially encouraging and made it possible for me to boldly go where I hadn‘t gone before. Dr. Geoff Madoc-Jones also deserves much gratitude for his willingness to serve on my committee and for his input with regard to developing coherence in my work, a difficult task when a text has been crafted over a period of eight years. He continues to inspire me with further avenues of thought and has always offered me the ‗sacrament of a brother‘. My beautiful and brilliant sister, Cherie Enns, also working on her doctorate at the same time, has also been a great support to me. Our many seaside walks provided opportunities to share our progress and clarify our thinking. It was so helpful to have someone close who understood the burden of this task, who was always interested and who always had helpful suggestions. I am also indebted to my colleagues at Trinity vi Western University for their ongoing care, support, encouragement and inspiration. In particular I am grateful to Dr. Harro Van Brummelen, who has been both a spiritual and intellectual mentor for many years. I am also very grateful for the prayers and shining incarnational radiance of the Theotokos, St. Barbara, St. John the Beloved, St. Isaac the Syrian, St. Seraphim of Sarov, St. Nikolai Velimirovic, St. Silouan the Athonite, and Elder Sophrony Sakharov. Finally, I would like to express my deepest gratitude to Fr. Michael Gillis, my spiritual father, for the many hours of conversation, wise counsel and care, and for continually calling me from being to well-being. vii TABLE OF CONTENTS Approval ......................................................................................................................... ii Abstract ......................................................................................................................... iii Dedication ...................................................................................................................... v Acknowledgements ...................................................................................................... vi Table of Contents ....................................................................................................... viii Introduction: .................................................................................................................. 1 Chapter 1: My personal story in relation to the question of revealing and concealing spirituality