Apologies, but no results were found.
Professor of Teaching
Centre for Mindful Engagement, smartEducationOther Titles: Director, Centre of Mindful Engagement, Co-Chair, Indigenous Education Council
Graduate student supervisor
Mindfulness and Well-Being, Conceptions of Teaching and Learning, Culturally Responsive Pedagogy, Indigenous Education.
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.
PhD Université de Montréal
Research Interests & Projects
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:
- Identify similarities relating to Mindfulness and to Indigenous knowledge
- Determine if the integration of Mindfulness and Indigenous knowledge in university courses impacts on identity and the well-being of students
- 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
- Ragoonaden, K. & Kitchen, J. (2019). Mindful and Relational Teacher Approaches to Social Justice, Equity and Diversity in Teacher Education. Lanham, MD: Lexington Books. An Imprint of Rowman & Littlefield.
- 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.
- Ragoonaden, K. (in press). Her Stories in Sarah Eaton and Amy Burns (Eds.) Women negotiating life in the academy: A Canadian Perspective. Springer.
- Strong Mackaiau, A., Ragoonaden, K., Ching-Sze Wang, J., & Leng, L. (2018). Exploring inquiry with culturally, racially, and linguistic diverse teacher candidates and colleagues. In Judy Sharkey & Megan Madison Peercy (Eds.) Self-study of language and literacy teacher education practice across culturally and linguistically diverse contexts. Bingley, UK: Emerald Publishing Limited.
- Macintyre Latta, M., Draper, R., Hanson, K., & Ragoonaden, K. (2018). A Commonplace of Living Curriculum in Handbook of Dewey’s Educational Theory and Practice In Charles L. Lowery & Patrick M. Jenlink (Eds.) The Handbook of Dewey’s Theory and Practice in Education. The Netherlands: 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.
- Ragoonaden, K., Macintyre Latta, M., Hanson, K., Draper, R. & Coble, J. (2020). Broadening, Burrowing, Storying and Re-storying Indigenous Narratives: A Holistic Exploration of an Arts Based Curricular Experience. Alberta Journal of Educational Research.
- Makaiau Strong, A; Ragoonaden, K.; Leng, L; Mangram, C; Toyoda, M. (2019). The Handmaid’s Tale: Using Literature and Online Journaling to Facilitate a Self-Study of Feminist Identity in an International Research Collective. Studying Teacher Education 15(3) 334-354 https://doi.org/10.1080/17425964.2019.1669553
- Ragoonaden, K., Moralejo, L., & Kennedy, L. (2018). Critical Friendship and Inter-Faculty Collaborative Inquiry: Teacher Education and Nursing Education. In Education 24(1) 72-87.
- Macintyre Latta, M., Cherkowski, S., Crichton, S., Klassen, W., & Ragoonaden, K. (2018) Investing in communities of scholar-practitioners. Teacher Learning and Professional Development. 2(1) 32 – 44.
- Ragoonaden, K., & Mueller, L. (2017). Culturally responsive pedagogy in higher education: Indigenizing curriculum. Canadian Journal of Higher Education. 47(2), 22-46. http://journals.sfu.ca/cjhe/index.php/cjhe/article/view/187963
- 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.
- 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.
- Strong Makaiau Amber; Ragoonaden, K.; Leng; L., Mangram, C; and Toyoda, Mitsuyo. (April, 2019). The Handmaid’s Tale: An International Self-Study about Gender and Career. American Association of Educational Research (AERA). Toronto, CA.
- April, 2019. Management and Resiliency Techniques in Education. Shayer, L.*; Ragoonaden, K.; Cherkowski, S. American Association of Educational Research (AERA). Toronto, CA.
- Macintyre Latta, M; *Ragoonaden, K; Hare; J.; Beaudry, T.; De Guevara, Joanne; Klassen, W. (April, 2019). Reconcepualizing Education Through Co-Curricular-Making: Honoring Indigenous Connections to Land, Culture, & the Relational Self, American Association of Educational Research (AERA). Toronto, CA.
- Karine Rondeau; Ragoonaden, K.; Emond; J. *Jeanne Marie Rugira J. (April, 2019). Enriching holistic research practices: Building mindful research learning communities. American Association of Educational Research (AERA). Toronto, CA.
- Ragoonaden, K; Macintyre Latta; M., Fraser; T.; R. Hoffman. (April, 2019). Holistic Exploration of Mindfulness and Indigenous Knowledges. American Association of Educational Research (AERA). Toronto, CA.
- Cherkowski, S,. & Ragoonaden, K. Mindful inquiry as a pathway to flourishing and well-being for educators. Innovate Session. International Congress for School Effectiveness and Improvement (ICSEI). Singapore.
- 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.
- Ragoonaden, K. (July 12, 2019). Colloque International: Résistance, Résilience et Réactualisation. University of Mauritius, île Maurice.
- Ragoonaden, K. (June 3, 2019) Exploring the Cultural and Creative Dimensions of Health and Wellbeing through Arts-Based Transformative Engaged Research. UBC Vancouver.
- Ragoonaden, K. (January 13 2019). Mindfulness in Education Faculty of Education, Beit Berl College, Hebrew University. Tel Aviv, Israel.
- Ragoonaden, K. (May 8 2018). smartEducation, Health and Well-Being. Symposium on Culture, Creativity, Health and Well-Being. University of Exeter. Streatham Campus, Exeter, UK.
- Ragoonaden, K. (May 9 2018). Mindfulness and Educational Leadership. Symposium on Culture, Creativity, Health and Well-Being. University of Exeter. Penham Campus, Exeter, UK.
- Ragoonaden, K. (June 28, 2018) Regards Croisés Sur la présence du corps en pédagogie universitaire Faculté d’éducation, Université du Québec à Montrèal
- 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. & Magnat, V. (2019). Exploring the Cultural and Creative Dimensions of Health and Wellbeing through Arts-Based Transformative Engaged Research. Working session. UBC Vancouver.
- Ragoonaden, K. (2019, May). Canadian Contemplative Education Symposium. Simon Fraser University, Vancouver.
- Ragoonaden, K. (2019, Oct). Mindfulness and Well-Being. Invited workshop for teachers, staff, school administrators of Central School, SD 23, Kelowna, BC.
- Cherkowski, S. & Ragoonaden, K. (2019, Feb). Mindful inquiry: Shifting mindsets and building capacities for educator wellbeing. Invited workshop for school administrators in SD 39. Lord Byng Secondary School, Vancouver, BC.