ABSTRACT

The spiritual dimension of childhood is, for many, one of the most important yet often neglected elements of their wellbeing in the education system. For others, it is irrelevant. Yet this latter view sits uncomfortably in those economically advanced countries in which schools have become increasingly driven by performativity measures, where it has been argued that such policies have led to many teachers neglecting the whole child (Peterson, Lexmond, Hallgarten & Kerr, 2014). This overshadowing of the whole child is occurring in countries such as England and Wales, even though they have spiritual development embedded in their education systems, where it is not only referred to in policy but also inspected and reported on. This chapter focuses on one key element related to children’s spiritual wellbeing: researchers and teachers’ personal views about childhood and children’s spirituality which inevitably shape their practice. Theoretically, the issue is explored from a reflexive standpoint, building on the growing acknowledgement that reflexivity is an essential component in ensuring high standards in qualitative research (Berger, 2015). The chapter argues that related notions of the reflexive practitioner need to also be applied to spirituality in education, as educators’ personal positions on both childhood and spirituality as separate but interrelated concepts need illuminating. This process, it is contended, will support schools to create stronger foundations on which to build their vision of, and approaches to, supporting children’s navigation of the complex inner and outer worlds of belonging, identity and meaning making.