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Journal of Curriculum and Pedagogy Volume 14, 2017 - Issue 3
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Articles

Reclaiming “self” in teachers' images of “education” through mindfulness as contemplative inquiry

Oren ErgasFaculty of Education, Beit Berl College, Kfar Saba, IsraelCorrespondence[email protected]
ORCID Iconhttp://orcid.org/0000-0002-3673-7309
ORCID Icon
Pages 218-235 | Published online: 02 Mar 2018

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Kate Attfield. (2023) The “feeling-life” journey of the grade school child: An investigation into inclusive young citizenship in international Waldorf education. Journal of Curriculum and Pedagogy 20:4, pages 276-299.
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Anat Abramovich & Hadas-Shelly Huber. (2023) Personal reflective diaries with group-friendly criticism: empowering pre-service teachers. Teacher Development 0:0, pages 1-19.
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Luis Cásedas, María J. Funes, Marc Ouellet & Mercedes García de Quesada. (2023) Training transversal competences in a bachelor’s degree in translation and interpreting: preliminary evidence from a clinical trial. The Interpreter and Translator Trainer 17:2, pages 193-210.
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Mark A. Graham & Rebecca Lewis. (2023) Mindfulness as Art Education, Self-Inquiry, and Artmaking. Studies in Art Education 64:1, pages 75-96.
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Mark A. Graham & Rebecca Lewis. (2021) MINDFULNESS, SELF-INQUIRY, AND ARTMAKING. British Journal of Educational Studies 69:4, pages 471-492.
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Oren Ergas & Jason K. Ritter. (2021) Expanding the Place of Self in Self-Study through an Autoethnography of Discontents. Studying Teacher Education 17:1, pages 4-21.
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