363
Views
4
CrossRef citations to date
0
Altmetric
Articles

Integrating Mindfulness in Public and Nonprofit Education Programs to Foster Social Equity

References

  • American Society for Public Administration. (2013). Code of ethics (revised March 2013). https://www.aspanet.org/ASPA/Code-of-Ethics/ASPA/Code-of-Ethics/Code-of-Ethics.aspx?hkey=5b8f046b-dcbd-416d-87cd-0b8fcfacb5e7
  • ARNOVA. (n.d.). Association for research on nonprofit organizations and voluntary action (ARNOVA) Code of Ethics. https://www.arnova.org/page/codeofethics
  • Barwick-Snell, K., & Walker, V. (2017). Becoming aware: A text/workbook for human relations & personal adjustment (13th ed.). Kendall Hunt Publishing Company.
  • Berger, R., Brenick, A., & Tarrasch, R. (2018). Reducing Israeli-Jewish Pupils’ outgroup prejudice with a mindfulness and compassion-based social-emotional program. Mindfulness, 9(6), 1768–1779. https://doi.org/10.1007/s12671-018-0919-y
  • Berila, B. (2016). Integrating mindfulness into Anti-oppression pedagogy: Social justice in higher education. Routledge.
  • Blessett, B. (2018). Embedding cultural competence and racial justice in public administration programs. Journal of Public Affairs Education, 24(4), 425–429. https://doi.org/10.1080/15236803.2018.1520383
  • Bush, M. (2011). Mindfulness in higher education. Contemporary Buddhism, 12(1), 183–197. https://doi.org/10.1080/14639947.2011.564838
  • Carrizales, T., Zahradnik, A., & Silverio, M. (2016). Organizational advocacy of cultural competency initiatives: Lessons for public administration. Public Administration Quarterly, 40(1), 126.
  • Chinnery, S.-A., Appleton, C., & Marlowe, J. M. (2019). Cultivating students’ reflective capacity through group-based mindfulness instruction. Social Work with Groups, 42(4), 291–307. https://doi.org/10.1080/01609513.2019.1571760
  • Davis, D. J. (2014). Mindfulness in higher education: Teaching, learning, and leadership. The International Journal of Religion and Spirituality in Society, 4(3), 1–6. https://doi.org/10.18848/2154-8633/CGP/v04i03/51091
  • Davis, D. M., & Hayes, J. A. (2011). What are the benefits of mindfulness? A practice review of psychotherapy-related research. Psychotherapy, 48(2), 198–208.
  • Dede, M. J. (2002). The Praxis Journal: Integrating theory and practice. Journal of Public Affairs Education, 8(4), 287–297. https://doi.org/10.1080/15236803.2002.12023561
  • Dweck, C. A. (2016). Mindset: The new psychology of success (Updated Edition). Ballantine Books.
  • Ergas, O. (2015). The deeper teachings of mindfulness-based ‘interventions’ as a reconstruction of ‘education. Journal of Philosophy of Education, 49(2), 203–220. https://doi.org/10.1111/1467-9752.12137
  • Ergas, O. (2019). Mindfulness in, as and of education: Three roles of mindfulness in education. Journal of Philosophy of Education, 53(2), 340–358. https://doi.org/10.1111/1467-9752.12349
  • Evans, M. D., & Knepper, H. J. (2021). Building inclusive PA classrooms: The diversity inclusion model. Teaching Public Administration, 39(1), 84–106. https://doi.org/10.1177/0144739420937762
  • Figueroa, C. (2014). Developing practical/analytical skills through mindful classroom simulations for “doing” leadership. Journal of Public Affairs Education, 20(1), 113–129. https://doi.org/10.1080/15236803.2014.12001774
  • Frederickson, H. G. (1976). The lineage of new public administration. Administration & Society, 8(2), 149–174. https://doi.org/10.1177/009539977600800202
  • Frederickson, H. G. (1990). Public administration and social equity. Public Administration Review, 50 (2), 228–237. https://doi.org/10.2307/976870
  • Frederickson, H. G. (2010). Social equity and public administration: Origins, developments, and applications. M.E. Sharpe.
  • Glaser, M. A., Hildreth, W. B., McGuire, B. J., & Bannon, C. (2011). Frederickson’s social equity agenda applied. Public Integrity, 14(1), 19–38. https://doi.org/10.2753/PIN1099-9922140102
  • Gooden, S. T. (2014). Race and social equity: A nervous area of government. M. E. Sharpe.
  • Guy, M. E., & McCandless, S. A. (2020). Achieving social equity: From problems to solutions. Melvin & Leigh, Publishers.
  • Hill Collins, P. (2019). Intersectionality as critical social theory. Duke University Press.
  • Hyland, T. (2016). The limits of mindfulness: Emerging issues for education. British Journal of Educational Studies, 64(1), 97–117. https://doi.org/10.1080/00071005.2015.1051946
  • Independent Sector. (2002). Obedience to the unenforceable: Ethics and the Nation's Voluntary and Philanthropic Community. Independent Sector.
  • Independent Sector. (2015). Principles for good governance and ethical practice: A guide for charities and foundations. https://independentsector.org/programs/principles-for-good-governance-and-ethical-practice/
  • Janis, I. L. (2016). Groupthink: The desperate drive for consensus at any cost. In J. M. Shafritz, J. S. Ott, & Y. S. Jang (Eds.), Classics of organization theory (8th ed., pp. 161–168). Cengage Learning. (Original work published 1971)
  • Jennings, P. A. (2016). Mindfulness-based programs and the American Public School System: Recommendations for best practices to ensure secularity. Mindfulness, 7(1), 176–178. https://doi.org/10.1007/s12671-015-0477-5
  • Lopez-Littleton, V., & Blessett, B. (2015). A framework for integrating cultural competency into the curriculum of public administration programs. Journal of Public Affairs Education, 21(4), 557–574. https://doi.org/10.1080/15236803.2015.12002220
  • Lopez-Littleton, V., Blessett, B., & Burr, J. (2018). Advancing social justice and racial equity in the public sector. Journal of Public Affairs Education, 24(4), 449–468. https://doi.org/10.1080/15236803.2018.1490546
  • Love, J. M., Gaynor, T. S., & Blessett, B. (2016). Facilitating difficult dialogues in the classroom: A pedagogical imperative. Administrative Theory & Praxis, 38(4), 227–233. https://doi.org/10.1080/10841806.2016.1237839
  • Magee, R. V., (with., & Kabat-Zinn, J.). (2019). The inner work of racial justice: Healing ourselves and transforming our communities through mindfulness. TarcherPerigee/Penguin Random House LLC.
  • Mason, D. P., & Jones, J. A. (2020). Teaching advocacy in the nonprofit classroom: Three pedagogical approaches. Journal of Nonprofit Education and Leadership, 10(4), 378–388.
  • Mason, D. P., McDougle, L., & Jones, J. A. (2019). Teaching social justice in nonprofit management education: A critical pedagogy and practical strategies. Administrative Theory & Praxis, 41(4), 405–423. https://doi.org/10.1080/10841806.2019.1643615
  • McCandless, S., & Ronquillo, J. C. (2020). Social equity in professional codes of Ethics. Public Integrity, 22(5), 470–484. https://doi.org/10.1080/10999922.2019.1619442
  • McCandless, S. A., & Guy, M. E. (2020). The social equity imperative. In M. E. Guy & S. A. McCandless (Eds), Achieving social equity: From problems to solutions (pp. 1–12). Melvin & Leigh, Publishers.
  • Mishna, F., & Bogo, M. (2007). Reflective practice in contemporary social work classrooms. Journal of Social Work Education, 43(3), 529–541. https://doi.org/10.5175/JSWE.2007.200600001
  • NACC. (2015). Nonprofit academic centers council curricular guidelines: Graduate & undergraduate study in nonprofit leadership, the nonprofit sector and philanthropy. Retrieved from http://www.nonprofit-academic-centers-council.org/NACC-WP/wp-content/uploads/2019/01/NACC_Curricular_Guidelines_100615.pdf
  • NASPAA. (2019). National Association of Schools of Public Affairs and Administration (NASPAA) accreditation standards. Retrieved from https://www.naspaa.org/accreditation/standards-and-guidance/official-standards-policy
  • Newcomer, K. E., & Allen, H. (2010). Public service education: Adding value in the public interest. Journal of Public Affairs Education, 16(2), 207–229. https://doi.org/10.1080/15236803.2010.12001594
  • Norman-Major, K. A., & Gooden, S. T. (2012). Cultural competency and public administration. In K. A. Norman-Major and S. T. Gooden (Eds.), Cultural competency for public administrators (pp. 3–16). M.E. Sharpe.
  • Ramsey, K. (2020a, November). Perceptual repositioning [Class handout]. Mindfulness Certificate Course (Level I, II, III, and Master) [Online Course]. Udemy. https://www.udemy.com/share/1013qe/
  • Ramsey, K. (2020b, November). The core assumptions of mindfulness [Class handout]. Mindfulness Certificate Course (Level I, II, III, and Master) [Online Course]. Udemy. https://www.udemy.com/share/1013qe/
  • Rishel, N. M. (2011). Rethinking difference in public administration. Administrative Theory & Praxis, 33(1), 112–116. https://doi.org/10.2753/ATP1084-1806330108
  • Saraff, S., Tiwari, A., & Pal, R. (2020). Effect of mindfulness on self-concept, self-esteem and growth mindset: Evidence from undergraduate students. Journal of Psychosocial Research, 15(1), 329–340. https://doi.org/10.32381/JPR.2020.15.01.28
  • Shapiro, S. L., & Carlson, L. E. (2017). The art and science of mindfulness: Integrating mindfulness into psychology and the helping professions (2nd ed.). American Psychological Association.
  • Thomas, J. T. (2017). Brief mindfulness training in the social work practice classroom. Social Work Education, 36(1), 102–118. https://doi.org/10.1080/02615479.2016.1250878
  • Weick, K. E. (1979). The social psychology of organizing (2nd ed.). McGraw-Hill.
  • Williams, S. A. S., & Conyers, A. (2016). Race pedagogy: Faculty preparation matters. Administrative Theory & Praxis, 38(4), 234–250. https://doi.org/10.1080/10841806.2016.1239396

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.