Karen Ragoonaden

Associate Professor

Centre for Mindful Engagement, smartEducation
Other Titles: Director, Centre of Mindful Engagement, Co-Chair, Indigenous Education Council
Office: EME3145
Phone: 250.807.8113
Email: karen.ragoonaden@ubc.ca

Graduate student supervisor



Research Summary

Mindfulness and Well-Being, Conceptions of Teaching and Learning, Culturally Responsive Pedagogy, Indigenous Education.

Biography

Dr. Karen Ragoonaden teaches and researches in the Faculty of Education of the University of British Columbia’s Okanagan Campus. She has lived, studied and worked in North America, Europe and Africa. Her publications and research interests lie in the area of mindfulness and well-being, culturally responsive pedagogy and conceptions of teaching and learning. As a qualified Yoga instructor, the concept of Mindful Educational Practices is an integral component of her research and her practice. As a university teacher and researcher, her focus and commitment to educational leadership and curricular innovation have been recognized by virtue of her on campus, professional and community work relating to equity, diversity and inclusion.

Madame Karen Ragoonaden est professeure agrégée de l’enseignement à la University of British Columbia’s Campus Okanagan. Elle a vécu et a travaillé en Afrique, en Europe et au Canada. Ses domaines de recherche et ses publications sont axés sur l’avancement des connaissances en enseignement, la pédagogie adaptée culturellement et le bien-être. En raison de sa formation comme institutrice de Yoga, elle s’intéresse particulièrement aux pratiques éducatives basées sur la pleine conscience.

Websites

https://karenragoonaden.weebly.com/home.html

Degrees

PhD Université de Montréal

Research Interests & Projects

Research Contributions

SSHRC Insight Grant 2017-2020 $ 100,000.00

Mindfulness and Indigenous Knowledge: Shared Narratives about Well-Being

Dr. Karen Ragoonaden (PI); Dr. Macintyre Latta (Co-PI); Dr. Tina Fraser (Co-PI), UNBC; Dr. Ross Hoffman, (Co-PI), UNBC.

Collaborators: SD 23; Aboriginal Programs and Services, UBC O; UNBC

This study aims to examine the similarities between Mindfulness and Indigenous knowledge. An ancillary aim is to examine how integrating Mindful practices into university courses, whose focus is on Indigenous knowledge, impact on identity and on the wholistic well-being of Aboriginal and non-Aboriginal student populations. Specifically, the following three objectives have been identified:

  1. Identify similarities relating to Mindfulness and to Indigenous knowledge
  2. Determine if the integration of Mindfulness and Indigenous knowledge in university courses impacts on identity and the well-being of students
  3. Develop a framework that identifies conditions under which Mindfulness and Indigenous knowledge can inform curriculum, practice and policy in higher education

SSHRC Partnership Development Grant 2016 – 2019 $162,000.00

Re-Storying Canadian History: The Interdependence of Creative and Critical Thinking

Dr. M. Macintyre Latta; (PI); Dr. K, Ragoonaden (Co-PI); Dr. Rita Irwin (Co-PI)

Collaborators: SD 23; Okanagan Symphony Orchestra.

This proposal contributes to a program of research that examines the nature, roles, and significances of K-6 curriculum enactment that purposefully embraces the interdependency of creative and critical thinking within cross-disciplinary learning experiences for all involved. An arts experience has formed the creative and critical contexts for a three-year community partnership with an elementary school, district and associated teachers, administrators, and students, the Artistic Director of the Okanagan Symphony Orchestra and participating musicians, alongside curricular, indigenous, and historical studies and research expertise from the University of British Columbia (UBC).
British Columbia Ministry of Education 2015-2016 $50,000
Aboriginal Education Enhancement Agreements: Complicated Conversations as Pathways to Success

Dr. A. Kitchenham, (PI), UNBC; Dr.T. Fraser, ( Co-PI), UNBC; Dr. Michelle Pidgeon, (Co-PI), SFU; Dr. Karen Ragoonaden, (Co-PI), UBC Okanagan

This project was undertaken to build upon previous studies of the AEEAs within the BC school system (e.g., Castlemain, 2013; McGregor, 2013) to gain insight into the questions: How have AEEAs helped improve Aboriginal education and what improvements to the AEEAs are needed to move forward? This report provides an overview of the history and current state of Aboriginal Education Enhancement Agreements (AEEAs) in British Columbia. It then provides insight into the successes and challenges encountered in implementing the AEEAs as well as emergent innovative and interdisciplinary practices addressing performance goals and outcomes of Aboriginal learners. Of particular interest is the discussion surrounding the sustainability of ongoing relationships between and among the Ministry, school districts, and Aboriginal communities as they negotiate the complexities of sharing best practice, promoting Indigenous knowledge and ensuring successful educational outcomes for Aboriginal learners.

Selected Publications & Presentations

Selected Publications

Books

  • Ragoonaden, K., & Bullock, S. (Eds.) (2016) Mindfulness and critical friendship: A new perspective on professional development for educators. Lanham, MD:Lexington Books. An Imprint of Rowman & Littlefield.
  • Ragoonaden, K. (Ed). (2015). Mindful teaching and learning: Developing a pedagogy of well-being. Lanham, MD: Lexington Books. An Imprint of Rowman & Littlefield. https://rowman.com/ISBN/9781498506663/Mindful-Teaching-and-Learning-Developing-a- Pedagogy-of-Well-Being.
  • Ragoonaden, K. (Ed.) (2015). Contested sites in education: The quest for the public intellectual, identity and service. New York, NY: Peter Lang http://www.peterlang.com/download/datasheet/77879/datasheet_312506.pdf.

Chapters

  • Macintyre Latta, M., Ragoonaden, K., Draper, R., & Hanson, K. (2017). Fostering a Commonplace of Living Curriculum. Chapter prepared for Review in a Handbook on the Scholarship of John Dewey, Rotterdam: Sense Publishers.
  • Ragoonaden, K. (2017). The Common European Framework of Reference for Language and Intercultural Communication Competence. In Grisel Garcia Pérez and Constanza Roja Primus (Eds). Promoting Intercultural Communication Competencies in Higher Education. Hershey, Pennsylvannia: IGI Global.
  • Baxan, V., Ragoonaden, K., & Sivia, A. (2016). Conceptualizations of Diversity and Inclusion in an Urban Teacher Education Program: A Case Study of Teacher Capacity Development in Mark Hirschkorn & Julie Mueller, J. (2016). What should Canada’s teachers know? Teacher capacities: Knowledge, beliefs and skills. Ottawa, ON: Canadian Association for Teacher Education.

Articles

  • Ragoonaden, K. (2017). Culturally Responsive Pedagogy in Higher Education: Indigenizing Curriculum. Canadian Journal of Higher Education. 47(2), 22-46.
  • Ragoonaden, K. (2017). A Pedagogy of Well-Being: Introducing Mindfulness to First Year Access Students. Journal of Contemplative Inquiry. Center for Contemplative Mind in Society.
  • Ragoonaden, K. (2017). smartEducation:Developing stress management and resiliency techniques. Learning Landscapes. 10 (2) 241-255.
  • Macintyre Latta., M., Hanson, K., Ragoonaden, K., Briggs, W., & Middleton, T. (in press). Accessing the curricular play of critical and creative thinking. Canadian Journal of Education.
  • Ragoonaden, K. (in press). Culturally Responsive Pedagogy in Higher Education: Indigenizing Curriculum. Canadian Journal of Higher Education.
  • Ragoonaden, K. (in press). A Pedagogy of Well-Being: Introducing Mindfulness to First Year Access Students. Journal of Contemplative Inquiry. Center for Contemplative Mind in Society.
  • Ragoonaden, K. (in press). smartEducation:Developing stress management and resiliency techniques. Learning Landscapes.
  • Macintyre Latta., M., Hanson, K., Ragoonaden, K., Briggs, W., & Middleton, T. (in press). Accessing the curricular play of critical and creative thinking. Canadian Journal of Education.
  • Cherkowski, S. & Ragoonaden, K. (2016). Leadership for Diversity: Professional Development and Intercultural Competence. Teacher Learning and Professional Development. 1(1) pp 33-43.
  • Kitchenham, A., Fraser, T., Pidgeon, M., & Ragoonaden, K. (2016). Aboriginal Education Enhancement Agreements: Complicated Conversations as Pathways to Success. BC Ministry of Education. Victoria: BC. Retrieved from: http://www2.gov.bc.ca/assets/gov/education/administration/kindergarten-to-grade-12/aboriginal-education/research/aeea_report.pdf.
  • Ragoonaden, K. (2015). Professor of teaching: The quest for equity and parity. The Canadian Journal of Education (38)3. 1-16. http://journals.sfu.ca/cje/index.php/cje-rce.
  • Ragoonaden, K. (2015). Self-study of teacher education practices and critical pedagogy: The fifth moment in a teacher educator’s journey. Studying Teacher Education (11)1, 81- 95. http://www.tandfonline.com/doi/pdf/10.1080/17425964.2015.1018886.
  • Ragoonaden, K., Sivia, A., & Baxan, V. (2015). Teaching for diversity in teacher education: Transformative frameworks. The Canadian Journal for the Scholarship of Teaching and Learning. (6)3. http://ir.lib.uwo.ca/cjsotl_rcacea/vol6/iss3/6.

Conference Papers (Referred)

  • Macintyre Latta, M.; Ragoonaden, K.& Hanson, K. (2017). Re-Storying Canadian History: The Interdependence Creative and Critical Thinking. Canadian Association of Teacher Education. Canadian Society for the Study of Education. Toronto, Ont. CA. National Conference.
  • Ragoonaden, K.; Morajelo, L; & Kennedy, L. (2017). Critical Friendship and Inter-Faculty Collaborative Inquiry: Education and Nursing. . Canadian Association of Teacher Education. Canadian Society for the Study of Education. Toronto, Ont. CA. National Conference.
  • Macintyre Latta, M.; Cherkowski, S, ; Crichton, S.; Ragoonaden, K., Klassen, W. (2017). Partnerships for Professional Development and Educational Improvement. . Canadian Association of Teacher Education. Canadian Society for the Study of Education. Toronto, Ont. CA. National Conference.
  • Macintyre Latta, M.; Ragoonaden, K.; Hanson, K.; Draper, R. (2017). Fostering a common place of living curriculum. American Association of Educational Research (AERA). SIG: Dewey & SIG: Philosophical Studies in Eudcation. San Antonio, TX. USA. International Conference.
  • Macintyre Latta, M.; Ragoonaden, K. & Hanson, K. (2017). An Arts-Based curricula enactment.American Association of Educational Research (AERA). SIG: Holistic Education. San Antonio, TX. USA. International Conference.
  • Kitchenham, A., Fraser, T., Pidgeon, M., & Ragoonaden, K. (2016, May). Exploring Aboriginal Education Enhancement Agreements. Canadian Association for Teacher Education (CATE).Canadian Society for the Study of Education (CSSE). Calgary, AB: CA. National Conference.

Invited Presentations

  • Ragoonaden, K. (2017). Addressing Neo-liberalism through Diversity in Teacher Education. Canadian Association for Teacher Education. Canadian Society for Studies in Education. Ryerson University, TO. May 30th.
  • Ragoonaden, K. (2017). smartEducation. Canadian Mental Health Association.
  • Ragoonaden, K. (2016). Aboriginal Education Enhancement Agreements: Complicated Conversations. Canadian Society for Studies in Education. University of Calgary. CA. May 30th.
  • Ragoonaden, K. (2016). A Taste of smartEducation. SD 23. Social and Emotional Learning Session, SD 23. February 23rd.
  • Ragoonaden, K. (2016). A Taste of smartEducation. SD 23. Health and Wellness Symposium February 19th.
  • Ragoonaden, K. (2016). A Taste of smartEducation. SD 23 Middle and Senior Adminstrators. Jan. 14th
  • Ragoonaden, K., & Mueller, L. (2015, February). Culturally relevant academic pedagogy: An Aboriginal perspective. BC Alternative Education Conference, Vancouver, BC.
  • Cherkowski, S., Macintyre-Latta, M., Ragoonaden, K., & Whiteley, R. (2014, August). Mindfulness and educational leadership. SD22 North Okanagan, Silver Star, BC.

Conference Proceeding

  • Ragoonaden, K., & Bullock, S. (2014). Challenging our pedagogies in teacher education: Crossing boundaries through collaborative self-study. Changing practices for changing times: Past, present and future possibilities for self-study research. Castle:Tenth International Conference on Self-study of Teacher Education Practices [Herstmonceux Castle, UK]. Kingston, Ontario: Queen’s University.
  • Ragoonaden, K; Mueller, L., & Finlay, A. (2014). The Wheel of Learning in Higher Education. HICE 2014 Proceedings. Hawaii International Conference on Education. Jan 5-8, 2014. Hawaii, USA.
  • Ragoonaden, K. (2014). Mindful teaching and a pedagogy of well-being. SIG Holistic Education. AERA 2014. American Association of Educational Research. Philadelphia, USA. April 3rd-7th, 2014. International Conference.
  • Ragoonaden, K. (2014). Contested Sites in Higher Education. Canadian Association for Teacher Education (CATE). Canadian Society for the Study of Education (CSSE). Congress of Science and Humanities, Brock University, On. May 24-28 2014. National Conference.
  • Ragoonaden, K., & Bullock, S. (2014). Pedagogies of change in teacher education. Canadian Association for Teacher Education (CATE). Canadian Society for the Study of Education (CSSE). Congress of Science and Humanities, Brock University, On. May 24-28, 2014. National Conference.
  • Ragoonaden, K., Sivia, A., & Baxan, V. (2014). Transformative Frameworks for Promoting Diversity. Canadian Association for Teacher Education (CATE). Canadian Society for the Study of Education (CSSE). Congress of Science and Humanities. Brock University, On. May 24-28, 2014. National Conference.
  • Ragoonaden, K. (2013). “Self-Study and Critical Pedagogy: Setting the Path towards Emancipatory Practices”. SIG Self-Study. AERA 2013. American Association of Educational Research. San Francisco. April 27th-May 2nd, 2013. AERA. Washington, D.C.
  • Ragoonaden, K. (2013). “Critical Pedagogy as a Personal Project for Preservice Teachers in Urban Schools”. Division K. Teacher and Teacher Education. AERA 2013. American Association of Educational Research. San Francisco. April 27th –May 2nd , 2013. AERA. Washington, D.C.
  • Ragoonaden, K. (2011). Bonjour/Hello: Just-in-Time Education and Second Language in Canada. 6th International Conference on e-Learning. International Conference on e-Learning. UBC Okanagan, British Columbia, Canada. Jun, 2011. 25 – 40. ICEL. Dublin, Ireland.

Professional Workshops

  • Ragoonaden, K., & Mueller, L. (2014). Introduction to Academic Pedagogy: An Aboriginal Perspective. BC Alternative Education Conference. Vancouver, BC. February 20-22, 2014.
  • Cherkowski, S., Macintyre-Latta, M., Ragoonaden, K., & Whiteley, R. (2014). Mindfulness and Educational Leadership. SD 22 North Okanagan.Silver Star B.C. August 20 2014.
  • Ragoonaden, K. (2012). Integral Yoga. Preparing for Writing. Center for Scholarly Writing. UBC Okanagan on May 14th, 2012. Kelowna, B.C.
  • Ragoonaden, K. and Quinlan, K. (2012).Cross-Cultural Education in the 21st Century. Zone Teacher Conference on February 17th, 2012– Making Connections 2012. Kelowna, B.C.
  • Ragoonaden, K. and Cullen, L. (2012).The Common European Framework of References for Languages (CEFR). Demystified ! What is it & how & why do I use it in class? Zone Teacher Conference on February 17th, 2012– Making Connections 2012. Kelowna, B.C.
  • Ragoonaden, K. (2011). Cross-Cultural Communication in the 21st Century. Workshop presented to the British Columbia Social Studies Teacher Association. Fall Conference. October 21. Vancouver, B.C.
  • Ragoonaden, K. (2011). Integrating Yoga into Teaching and Learning. University of British Columbia, Centre for Teaching and Learning. Sept. 2nd .Kelowna, British Columbia, Canada.

 

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