명상도서관
Mindfulness and discussing “thorny” issues in the classroom
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- 자료유형학술지논문
- 저자명Alexakos, K.,Pride, L. D.,Amat, A.,Tsetsakos, P.,Lee, K. J.,Paylor-Smith, C.,Zapata, C.,Wright, S.,Smith, T.
- 학회/출판사/기관명Springer Science + Business Media
- 출판년도2016
- 언어영어
- 학술지명/학위논문주기CULTURAL STUDIES OF SCIENCE EDUCATION
- 발행사항Vol.11No.3[2016]_x000D_
- ISBN/ISSN1871-1502
- 소개/요약Being in the moment, showing compassion, being non-judgmental, acknowledging deep emotional challenges without getting stuck: these are mindfulness characteristics important to us as teachers, yet not often included in teacher preparation. These concerns become magnified when we focus on difficult knowledge and thorny issues, like topics related to gender and race. Using a sociocultural framework, we address how mindfulness, heuristics, and other contemplative practices can be adopted to create safe, supporting, and healing spaces for such complex, often emotionally painful discussions. Participant narratives are used extensively to provide a voice to those marginalized or hurt. Drawing from these narratives and their experience in discussing thorny issues, we put forth possible solutions and interventions that can create spaces that encourage and support critical discourse through mindful practices. The development of a heuristic for discussing thorny issues whose characteristics can be adopted by interested teachers and educators to help frame and mediate this type of difficult discussion is an outcome of this research.
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