Karen Ragoonaden

Associate Dean

Education
Other Titles: Professor of Teaching
Email: karen.ragoonaden@ubc.ca

Research Summary

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

Biography

Dr. Karen Ragoonaden has been teaching and researching within the Faculty of Education of the University of British Columbia’s Okanagan Campus since 2004. She has assumed the role of Associate Dean, Teacher Education within the Faculty of Education, UBC Vancouver for a three year term, commencing Sept. 1, 2022.

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. In 2020, in recognition of her dedication to making a significant impact on the culture of teaching and learning, she received the Provost Office’s Teaching Excellence and Innovation Award. In 2021 she received the Killiam Teaching Prize in recognition of her excellence in teaching. She has been the Director of Professional Development, the Centre for Mindful Engagement and SMARTEducation. She has been on the Faculty of Education Task Force on Race, Indigeneity, and Social Justice  and the Senior Faculty Advisor to the President

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.

Inspiring Minds, Shaping Hearts, Changing the World: Read Dr. Ragoonaden’s story.

Websites

Research websites:

Twitter: @karenragoonaden

Degrees

PhD, University of Montreal
Master of Arts, University of Manitoba
Bachelor of Arts, Collège universitaire de Saint-Boniface & Cambridge University

Research Interests & Projects

Social Sciences and Humanities Research Council
2021-2024
Mindfulness and Antiracist Education: Developing Critical Reflection

Ragoonaden (PI); Bai (Co-PI) SFU; Ergas (Co-PI) Beit Berl College

Social Sciences and Humanities Research Council Insight Grant
2021-2024
Understanding the Well-being Capacity of Pre-Service Teachers

Kutsyuruba B. (Queen’s) PI; Co-PIs: Ragoonaden, Cherkowski (UBCO) Walker, Claypool (Saskatchewan), Godden (Carleton)

Social Sciences and Humanities Research Council (SSHRC) Partnership Grant
2020-2025 $1 250 000000

Reconceptualizing Education through Co-Curricular-Making: Honouring Indigenous Connections to Land, Culture, and the Relational Self

Dr. MacIntyre Latta (PI) Drs.K. Ragoonaden, S.Cherkowski & J.Hare (UBC) D.Donald (UofA), N.Ng-Fook (UofO), S. Styres (UoT) (Co-PIs)

SSHRC Insight Grant 2017-2021 $ 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

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University of Exeter-UBC Humanities Collaboration Fund – Project Grants 2020-2022 $21,404 (£12,435)

Connecting strands on Indigenous realities in the Americas: narratives of reconciliation in North and South America

Drs. B. Onciul & M. Lazzari,  University of Exeter; Drs. K.Ragoonaden & V.Magnat (UBC)

UBC Eminence Funding. Culture, Creativity, Health and Well-Being 2018-2021 $180,000

Drs. K.Ragoonaden & V.Magnat (UBC)

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Selected Grants and Awards

Killiam Teaching Prize, 2021
AJER’s Ted Aoki Award for Best Paper in Curriculum Studies, 2021
Teaching Excellence and Innovation Award, Provost Office, 2020

Selected Publications & Presentations

Books

  • 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.

Chapters

  • Ragoonaden, K. (2020). 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.

Articles

  • 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.

Conference Papers

  • Cherkowski S., Hamilton, K.,* Ragoonaden, K., Shayer, L.,* Nelson, J., * Loland, D.,* Broom, C. (April 2020). Cultivating Scholar-Practitioner Identities: Exploring Dewey’s Conceptualisation of the Reflective Thinker through Teacher Education.  American Association of Educational Research (AERA). San Francisco, CA, USA. (online June 2020 due to COVID-19).
  • Shayer, L.,* & Ragoonaden, K. (April 2020). Stress, Coping, and Resilience in Post-Secondary Math. American Association of Educational Research (AERA). San Francisco, CA, USA. (cancelled due to COVID-19).
  • Cherkowski, S. & Ragoonaden, K. (January 2020). Educator Wellbeing: Mindful Approaches to Professional Learning and Flourishing. International Congress for School Effectiveness and Improvement (ICSEI) Marrakesh, Morocco.
  • 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.
  • Shayer, L.*;  Ragoonaden, K.;  Cherkowski, S. (April 2019). Management and Resiliency Techniques in Education. American Association of Educational Research (AERA). Toronto, CA.
  • Macintyre Latta, M; *Ragoonaden, K; Hare; J.; Beaudry, T.; De Guevara, Joanne; Klassen, W. (April 2019). Reconceptualizing 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 commonplace of living curriculum. American Association of Educational Research (AERA). SIG: Dewey & SIG: Philosophical Studies in Education. 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.; Magnat, V.; & Willard, T. (2020, October). Being Creative for Health and Well-Being. Institute for Healthy Living and Chronic Disease Prevention. Webinar
  • Ragoonaden, K. (March 5, 2020). UBC Festival of Ideas Panel with the Honorable Janet Austin, GG. What can individuals, institutions and organizations do to advance reconciliation, democracy, and equity and inclusion? Kelowna, BC
  • 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

Professional Workshops

  • 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.

Professional Services/Affiliations/Committees

Fellowship, Erich Auerbach Institute for Advanced Studies, University of Cologne, Germany 2021

 

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