Spirituality and Self in Preadolescents: implications for a connected curriculum

Drawing on recent studies of Canadian preadolescent girls and boys, this article considers how preadolescents' narratives can further our understanding of their spirituality and sense of self. This article reflects on how these often unheard voices might inform future research and education issues such as the role of teacher, pedagogy and curriculum. To bridge the divide between theory and practice, holistic educational activities based on promoting the connection among self (mind/body, emotion/cognition, rational/intuitive), community, and earth are outlined. The focus is on dialogue, connection, and the mutual co-creation of meaning.