Curriculum as Mindfully Lived in Relationships

Autor/inn/en	Hunter-Lynch, Hannah; Kimblern, Denise; Sexton, Danny; Wang, Hongyu
Titel	Curriculum as Mindfully Lived in Relationships
Quelle	In: Curriculum Journal, 34 (2023) 2, S.193-207 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wang, Hongyu)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-5176
DOI	10.1002/curj.180
Schlagwörter	Graduate Students; Student Attitudes; Metacognition; Experiential Learning; Student Projects; Inquiry; Curriculum; Self Concept; Interpersonal Relationship + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schülerverhalten; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Experiental learning; Erfahrungsorientiertes Lernen; Schulprojekt; Curricula; Lehrplan; Rahmenplan; Selbstkonzept; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung
Abstract	In the context of the COVID-19 pandemic, this co-authored paper grew out of a graduate course on mindfulness and an extended inquiry into what it means to cultivate mindful relationships in curriculum as lived experience. Centring three graduate students' experiential projects, including two projects of interactions with nature and one project of interpersonal interactions, this paper demonstrates the process of practicing mindfulness from students' perspectives as individual inquiry, a process that was filled with curves and frustrations as well as revelations and potentiality. The teacher educator created pedagogical conditions but the students enacted their own curriculum in their lived experience of forming mindful relationships. A further layer of inquiry was conducted in the conversations among the three graduate students and the teacher educator, from which shared meanings of time, self-understanding, gender and making connections across difference emerged. A reconstructed conversation was composed to demonstrate this inquiry process. Curriculum as lived experience, including curriculum as a complicated conversation, is the orientation for this individual and group inquiry. This study shows that curriculum as mindfully lived in relationship is an emergent process of cultivating both deepened self-understanding and relational attunement, sustained through a lived body, lived time and space, and lived connections across difference. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01