Coming into Mindfulness: A Practice of Relational Presence to Cultivate Compassion in One Rural School

Autor/inn/en	Kavia, Sonal; Murphy, M. Shaun
Titel	Coming into Mindfulness: A Practice of Relational Presence to Cultivate Compassion in One Rural School
Quelle	In: LEARNing Landscapes, 14 (2021) 1, S.189-202 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-5688
Schlagwörter	Metacognition; Altruism; Rural Schools; Personal Narratives; Educational Environment; Elementary Schools; Foreign Countries; Hidden Curriculum; Canada + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Altruistic behavior; Altruismus; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Erlebniserzählung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Elementary school; Grundschule; Volksschule; Ausland; Heimlicher Lehrplan; Kanada
Abstract	This narrative inquiry explores personal and professional stories of two educators, nurtured and supported by their school leadership, in a rural school setting, who have had diverse experiences with the contemplative practice of mindfulness. Our research primarily focused on the following wonders: How does the experience of mindfulness practice shift teacher identity and awareness, and the quality of time educators spend with children and youth? As educators, how can the practice of mindfulness expand our experience of listening, loving kindness, and compassion within educational spaces? We explore how their unique experiences of mindfulness are woven into the fabric of their school and a mindful pedagogy. (As Provided).
Anmerkungen	LEARN (Leading English Education and Resource Network). 2030 Dagenais Blvd West, 2nd Floor, Laval Quebec H7L 5W2 Canada. Web site: https://learninglandscapes.ca/index.php/learnland
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01