Centre for Mindful Engagement
The centre embraces and embodies mindful community engagement through valuing the intersections of varied intellectual traditions. Our transformative engaged research explores the critical and creative conditions that foster sustainable well-being for ourselves and others across the life course.
The centre brings together scholars, researchers and practitioners invested in cultivating learning contexts for all to live well in the world with others. Our relational and participatory approach incorporates multiple voices and recognizes diverse forms of knowledges and experiences.
The centre is a gathering place for researchers from across all disciplines and interests to explore the significances of mindful engagement.
The centre aims to envision and articulate the educative significances of mindfulness now and for our future. Guided by the principles of respect, relationality, relevance and reciprocity, our projects promote intergenerational and cross-cultural engagement within and across diverse communities.
Who We Are
The CME Advisory Board provides guidance to the centre’s director, supporting, refining and promoting the centre’s mission to foster research into mindful engagement.
Director of the CME
Karen Ragoonaden, Professor of Teaching,
Okanagan School of Education
Advisory Board Members
- Margo Tamez, Associate Professor, Indigenous Studies, UBC Okanagan
- Oren Ergas, Senior Lecturer, Biet Berl Academic College (Israel)
- Virginie Magnat, Associate Professor, Faculty of Creative and Critical Studies, UBC Okanagan
- Christopher Martin, Associate Professor, Okanagan School of Education and Faculty of Creative and Critical Studies
- Sabre Cherkowski, Director of Graduate Programs, Okanagan School of Education
- Robert Campbell, Associate Professor, Okanagan School of Education
Centre of Mindful Engagement Research
This research is funded by the University of British Columbia Eminence Fund and the University of Exeter Wellcome Center for Cultures and Environments of Health.
Exploring synergies between cultural, creative, and mindfulness practices that have the potential to foster and sustain health and well-being. This cluster draws on the collective expertise of researchers from Canada, the U.K., and France to co-develop an arts-based community-engaged research model combining cultural, creative, and mindfulness practices and integrating the perspectives of Indigenous scholars and artists to explore the cultural, spiritual, and environmental dimensions of health and well-being.
Virginie Magnat, UBC, Faculty of Creative and Critical Studies (Performance and Voice Studies, Arts-based Inquiry)
Karen Ragoonaden, UBC Okanagan School of Education (Mindfulness and Well-Being, Culturally Responsive Pedagogy)
Canadian Research Team
Tania Willard, UBC Faculty of Creative and Critical Studies (Indigenous Art, Multidisciplinary Artistic Practices, Land-Based Community Engagement)
Sarah Dow-Fleisner, UBC, Faculty of Health and Social Development (Social Work and Health and Wellbeing, Intervention and Prevention in High-Risk Contexts)
Evan Adams, UBC Faculty of Medicine and First Nations Health Authority (FNHA) Chief Medical Officer (Indigenous Health, Cultural Safety, Holistic Approaches to Wellness)
Rena Sharon, UBC School of Music (Arts-Based Inquiry, Music and Health, Music and Science)
Vicki Kelly, SFU Indigenous Education (Arts-Based Inquiry, Indigenous Cultural Revitalization, Ecological Education)
University of Exeter Partners
Konstantinos Thomaidis, Performance and InterdisciplinaryVoice Studies
Ann Grand, Open Science and Public Engagement
Bryony Onciul, Public and Indigenous History, Community Engagement, Truth and Reconciliation, Understanding Place and Environment
Université Grenoble Alpes Partner
Gretchen Schiller, Arts de la Scène (Dance Studies Scholar-Practitioner)
Principal Investigator: Associate Professor Sabre Cherkowski
This three-year, SSHRC-funded research project explores organizational well-being in schools across British Columbia and Saskatchewan. Researchers aim to understand how it is that some K-12 school communities thrive, and to use what they learn to contribute to increasing flourishing in all schools, especially those on the margins and those who have not yet reached their full potential.
Principal Investigator: Associate Professor John Tyler Binfet
Building upon a successful study of kindness (which surveyed 1,753 students in Grades 4 to 8 from School District 23 in the Okanagan), Binfet’s is investigating primary students’ perceptions of kindness. Working in collaboration with graduate student Amy Gaertner, this innovative research has students draw what kindness looks like to them and sketch an act of kindness they have done recently at school.”
Shared Narratives about Well-Being
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.
Learning Garden Co-ordinator: Associate Professor Robert Campbell
Built in 2006, the Learning Garden at UBC Okanagan is primarily an experiential teaching and learning tool for potential teacher candidates to develop the practices of environmental education. The garden is dedicated to promoting the principles of sustainable environmental practice, authentic and responsible stewardship of nature, interdisciplinary learning and ecoliterate knowledge, across campus.
Principal Investigator: Associate Professor Stephen Berg
This study is aimed to develop a greater awareness of the impacts that outdoor environments have on the physical activity levels of children in early childhood settings. Providing children with opportunities to develop their skills and be active can help them reach greater levels of physical literacy and obtain higher levels of self-efficacy.
Principal Investigator: Associate Professor Scott Roy Douglas
Examining the Impact of English for Academic Purposes on the Undergraduate Experiences of Students from Linguistically Diverse Backgrounds
This project seeks to identify the impact of English for Academic Purposes (EAP) programs on students’ undergraduate experiences as well as the value of these programs as a pathway to university. Data gathering includes classroom observations, questionnaires, and interviews, with data being compiled into emerging themes. This knowledge is critical to fostering positive student experiences and developing quality EAP programming as an equitable entrance pathway to higher education and a legitimate alternative to standardized English language testing.
Faculty, graduate students, undergraduate students, and community members are invited to become affiliates of the centre. If you are interested in contributing to the centre’s mission and enabling its growth, please contact us.
The Centre for Mindful Engagement, Okanagan School of Education
1137 Alumni Ave.
Kelowna, BC Canada V1V1V7