Prelims

Half Title Page

Exploring Self toward Expanding Teaching, Teacher Education and Practitioner Research

Series Title Page

Advances in Research on Teaching

Series Editor: Volumes 1–11: Jere Brophy

Volumes 12–29: Stefinee Pinnegar

Recent Volumes:

Title Page

Advances in Research on Teaching, Volume 34

Exploring Self toward Expanding Teaching, Teacher Education and Practitioner Research

Edited by

Oren Ergas

Beit Berl College, Israel

Jason K. Ritter

Duquesne University, USA

United Kingdom – North America – Japan India – Malaysia – China

Copyright Page

Emerald Publishing Limited

Howard House, Wagon Lane, Bingley BD16 1WA, UK

First edition 2020

Copyright © 2020 Emerald Publishing Limited

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British Library Cataloguing in Publication Data

A catalogue record for this book is available from the British Library

ISBN: 978-1-83982-263-6 (Print)

ISBN: 978-1-83982-262-9 (Online)

ISBN: 978-1-83982-264-3 (Epub)

ISSN: 1479-3687

List of Figures

About the Series Editor

Stefinee Pinnegar is an Associate Professor of teacher education at Brigham Young University. Her research interests focus on teacher thinking, teacher development, narrative research, and self-study of practice. She is the editor of the Advances in Research on Teaching Series and specialty editor of Frontiers teacher education strand.

About the Contributors

Nicole Albrecht, PhD, lectures and researches in the topics of mindfulness and wellness at RMIT University and Flinders University in Australia. She also supervises course work projects in the Master of Education (Wellbeing and Positive Mental Health) program and runs courses privately for teachers related to mindfulness and nature-based mindfulness.

Heesoon Bai, PhD, Professor in the Faculty of Education at Simon Fraser University, Canada, is an educational philosopher and a psychotherapist with deepening interest in holistic contemplative education and development of the post-egoic self. Her academic publications are downloadable from http://summit.sfu.ca/collection/204 Dr. Bai's Website: http://www.sfu.ca/education/faculty-profiles/hbai.html

Scott Bowering, a doctoral student in Philosophy of Education at Simon Fraser University, Canada, is a Vancouver-based visual artist and educator who has exhibited work in Canada and internationally. His research interests focus on the intersection of contemplative inquiry, philosophy of science, and collaborative process in educational practice.

Avraham Cohen, PhD, adjunct faculty at Adler University in Vancouver, BC, Canada, has been working in the field of counseling and psychotherapy for 50 years and has been teaching and mentoring counseling graduate students for over 20 years. His work draws from humanistic, existential, process-oriented approaches, and meditation. Website: dravrahamcohen.com

Blake A. Colaianne is a PhD candidate in Human Development and Family Studies at Pennsylvania State University. His research focuses on the development of prosocial skills that lead to flourishing in late adolescence, as well as the development and evaluation of mindfulness and compassion-based programs in schools.

Oren Ergas, PhD, is a senior lecturer at the faculty of education, Beit Berl College, Israel. His research and teaching focuses on curricular and pedagogical aspects of contemplative practices and mindfulness in education. He has published widely in journals focused on curriculum theory, philosophy of education, and teacher education.

Mary Lynn Hamilton, Emerita Professor, University of Kansas, co-authored Self-Study of Practice as a Genre of Qualitative Research (2009) with Stefinee Pinnegar and the International Handbook for Research on Teaching and Teacher Education with John Loughran (2016). Her interests combine teacher knowledge, social justice, and the self-study of practice.

Kevin J. Hulburt is a PhD candidate in Curriculum and Instruction at Pennsylvania State University. His dissertation research focuses on the intended and taught curriculum of a mindfulness intervention for educators. He is interested in how mindfulness and compassion-based practices can impact schools and teaching.

Julian Kitchen, Brock University, is lead editor of the Second International Handbook of Self-Study of Teaching and Teacher Education Practices, Narrative Inquiries into Curriculum-Making in Teacher Education Practices, and Self-Study and Diversity II: Inclusive Teacher Education for a Changing World. He is co-editor of the journal Studying Teacher Education.

Ellyn Lyle, PhD, is drawn to inquiries that seek to overcome fragmented or dehumanized approaches to education. The use of critical and reflexive methodologies shape explorations within the following areas: teacher and learner identity; praxis and practitioner development; and lived and living curriculum. Find out more about her work at https://yorkvilleu.academia.edu/EllynLyle

Muga Miyakawa is a PhD candidate in the Faculty of Education at Simon Fraser University, Canada. He is interested in the intersection of critical pedagogy and holistic education.

Stefinee Pinnegar is an Associate Professor of teacher education at Brigham Young University. Her research interests focus on teacher thinking, teacher development, narrative research, and self-study of practice. She is an editor of the Advances in Research on Teaching Series (Emerald) and specialty editor of Frontiers teacher education strand.

Karen Ragoonaden, PhD, teaches and researches in the Faculty of Education of the University of British Columbia's Okanagan Campus. Her publications and research interests lie in the area of mindfulness and well-being, culturally responsive pedagogy, and conceptions of teaching and learning.

Jason K. Ritter, PhD, is an Associate Professor and Chair of the Department of Instruction and Leadership in Education at Duquesne University, Pittsburgh, Pennsylvania, USA. His work can be found in a number of prestigious journals, including Theory and Research in Social Education, Journal of Teacher Education, and Teacher Education Quarterly.

Robert W. Roeser is the Bennett Pierce Professor of Care and Compassion at Pennsylvania State University. Dr. Roeser's research interests include adolescence and early adulthood, schooling as a central cultural context of students' academic, social-emotional and identity development, and the role of mindfulness and compassion training for teachers and students.

Charles Scott, PhD, is an Adjunct Professor in the Faculty of Education at Simon Fraser University, Canada. His research interests are in exploring the development of integrated and holistic curricula, pedagogical practices, and integrated assessment that support contemplative inquiry in education. His contemplative practice is situated in the Yoga-Vedanta tradition.

Edward M. Sellman, PhD, is a lecturer at the Center for Research in Human Flourishing, within the School of Education, University of Nottingham, UK. His recent research and writing focus on the relationship between education and deeper states of consciousness, accessed through meditation and peak experiences.

Sharon Todd is a Professor of Education at Maynooth University, Ireland. She is author of Learning from the Other: Levinas, Psychoanalysis and Ethical Possibilities in Education (SUNY, 2003) and Toward an Imperfect Education: Facing Humanity, Rethinking Cosmopolitanism (Paradigm, 2009). She is currently writing a book, The Touch of the Present: Educational Encounters, Becoming, and the Politics of the Senses (SUNY, forthcoming).

Joris Vlieghe is an Assistant Professor of philosophy and theory of education at KU Leuven (Belgium). With Naomi Hodgson and Piotr Zamojski, he recently published a Manifesto for a Post-critical Pedagogy (Punctum Books 2018) and with the last author Toward an Ontology of Teaching. Thing-centered pedagogy, affirmation and love for the world (Springer 2019).

Piotr Zamojski is an Assistant Professor at University of Gdańsk, Poland. He has authored four books, including two recently written in collaboration with Naomi Hodgson and Joris Vlieghe (Manifesto for a Post-Critical Pedagogy, Punctum Books 2017) and with Joris Vlieghe (Toward an Ontology of Teaching, Springer 2019).

Steven Zhao is a doctoral student in the Philosophy of Education program at Simon Fraser University, British Columbia, Canada. His research interests include the existential and dialectical phenomenological perspectives of educational issues, the moral prospects of contemplative learning, and the intersections between phenomenology, contemplative studies, and Buddhist philosophy in education.

Acknowledgment

We began to work on this book around the end of 2018. This acknowledgment is written in April 2020. During this span of time, and especially in the past few months, the world has changed in ways that none of us could foresee as the Coronavirus spread rapidly over the globe. We dedicate this book to the memory of those who have lost their lives to this virus and to the doctors, nurses, and healthcare practitioners who worked incessantly to treat those infected. May we all overcome these trying and challenging times.

Oren Ergas & Jason K. Ritter