Abstract
This article explores the notion of the classroom as a sacred space, through the lenses of Indigeneity and Waldorf-inspired practices to examine the ways pedagogical practices create spaces for learning and holistic well-being. Using a series of qualitative ethnographic studies highlighting courses at higher education institutions in Arizona and Minnesota, this article examines student reflections on experiences within the courses and curricula. Student responses point to conceptions of the course “rituals” that fostered emotional and mental wellness and contrasted these to courses in the “real world” that did the opposite. The article concludes with reflections on structures within the classroom and implications for teaching and learning.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
