Ragoonaden, Karen

Hear Karen talk about “Bridging community research interests” on the ICER YouTube channel here: Institute for Community Engaged Research – Matchmaking Project

• Mindfulness and well-being
• Inclusive education and culturally sustainable pedagogy
• Equity, Diversity, Inclusion (EDI) and Reconciliation and Decolonization

Understanding the Well-being Capacity of Pre-Service Teachers
PI: Kutsyuruba B.  (Queen’s)
Co-PIs: Ragoonaden, Cherkowski (UBCO) Walker, Claypool (Saskatchewan), Godden (Carleton)
Date: 2021 – 2024
Funded by: SSHRC Insight Grant

Reconceptualizing Education through Co-Curricular-Making: Honouring Indigenous Connections to Land, Culture, and the Relational Self
PI: Dr. MacIntyre Latta
Co-PIs: Drs.K. Ragoonaden, S.Cherkowski & J.Hare (UBC) D.Donald (UofA), N.Ng-Fook (UofO), S. Styres (UoT)
Date: 2020 – 2025
Funded by: SSHRC Partnership Grant $1,250,000

Mindfulness and Antiracist Education: Developing Critical Reflection
PI: Karen  Ragoonaden
CoIs:  Heesoon L.S. Bai
Collaborator: Oren Ergas
Date: 2021-2024
Funded by: SSHRC (Insight Grant)

Co-curricular-making: Honouring Indigenous connections to land, culture, and the relational self
PI: Margaret Macintyre Latta, University of British Columbia
Co-Is: Karen Ragoonaden, Sabre Cherkowski, Dwayne Donald, Jan Hare, Nicholas Ng-A-Fook, Sandra Styres, Terry Beaudry
Date: 2020 – 2025
Funding: SSHRC Partnership Grant $1,076,813

Exploring the Cultural and Creative Dimensions of Health and Well-Being through Arts-Based Transformative Engaged Research
Co-PIs:  Virginie Magnat Karen Ragoonaden
Co-Is: Sarah Dow-Fleisner, Rena Saron, Konstantino Thomaidis, Tania Willard, Vicki Kelly, Evan Adams
Date: 2018 – 2021
Funding:  UBC Okanagan Eminence Research Cluster funding

Mindfulness and Indigenous Knowledge: Shared Narratives about Well-Being
PI: Karen Ragoonaden
Co-PI: Macintyre Latta, Tina Fraser, Ross Hoffman
Collaborators: School District #23; Aboriginal Programs and Services, UBCO; University of Northern BC
Date: 2017 – 2020
Funding: SSHRC Insight Grant

Selected Publications

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. (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.

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.

Invited Presentations
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.

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.