Spirituality, School Leadership, and Islam

Abstract

This article begins with two nonfiction narratives that are used throughout the article to defend and nuance the rationale for educational leaders to create dialogical spaces in schools for students to explore their spiritualities. The reasons for the inclusion of spirituality in schools are clustered into four categories for the sake of coherence: (1) moral vision, (2) linked aims and purposes, (3) meaning system, and (4) presence. It is argued that spirituality for some is inextricably connected to religion, which can pose a problem for educators and educational leaders, especially if the religion, such as Islam, is incorrectly associated with violence and terrorism. Finally misconceptions of Islam are addressed and ways are suggested that educational leaders can engage both Muslim and non-Muslim students in a meaningful dialogue about a spirituality rooted in Islam.