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 Indigenous principles of respect, relationality, relevance and reciprocity (Archibald, Pidgeon & Hawkey, 2009), our projects promote intergenerational and cross-cultural engagement within and across communities who have traditionally been marginalised or excluded from research
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, Associate Professor,
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
- Chris Martin, Associate Professor, Faculty of Creative and Critical Studies
- Sabre Cherkowski, Director of Graduate Programs, Okanagan School of Education
- Robert Campbell, Associate Professor, Okanagan School of Education
Flourishing in Schools
Principal Investigator: Dr. 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: Dr. John Tyler Binfet
Building off a successful study of kindness in 4th through 8th grade students in School District 23 last spring that saw 1,753 students surveyed, Dr. Binfet’s new study currently underway is investigating primary students’ perceptions of kindness. Working in collaboration with graduate student Amy Gaertner, this innovative research has students draw (1) what kindness looks like to them and (2) an act of kindness they have done recently at school.
Mindfulness and Indigenous Knowledge:
Shared Narratives about Well-Being
Principal Investigator: Dr. Karen Ragoonaden; Dr. Macintyre Latta (Co-PI);
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.
The Learning Garden
Learning Garden Co-ordinator: Dr. 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.
An Investigation into the Physical Activity Levels of Children in Outdoor Early Childhood Environments
Principal Investigator: Dr. 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.
Examining the Impact of English for Academic Purposes on the Undergraduate Experiences of Students from Linguistically Diverse Backgrounds
Principal Investigator: Scott Roy Douglas
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