|Published online: February 4, 2014||$US5.00|
Many thinkers in the fields of philosophy, sociology, positive psychology, theology, and anthropology have discussed the central place of the conscious expression of gratitude to enrich our relationships and sense of community. Most recently, social anthropologist Margaret Visser has provided an important basis upon which to consider cultural differences in the ways in which we express gratitude, and the miscommunication that can occur if we are not sensitive to these differences. This paper brings together such discourse to postulate how the conscious practice of gratitude can assist us to more fully value diversity in the context of education. It argues that the potential of such a notion lies in its requirement that we look beyond our self-interest and come to know the other before we can give back in ways that can be appropriately and meaningfully acknowledged and received. Key hypotheses underlying the theoretical exploration of the paper are illustrated with vignettes from teachers with considerable experience in Australian indigenous and Maori education.
|Keywords:||Gratitude, Cross-Cultural Understanding, Teacher-Student Relationships, Positive Psychology, Australian Indigenous Education, Maori Education|
The International Journal of Diversity in Education, Volume 13, Issue 2, March 2014, pp.41-52. Article: Print (Spiral Bound). Published online: February 4, 2014 (Article: Electronic (PDF File; 451.002KB)).
Lecturer, Curriculum and Pedagogy, Faculty of Education, University of Tasmania, Hobart, Tasmania, Australia