Lexington Books Mindful and Relational Approaches to Social Justice, Equity, and Diversity in Teacher Education (Mindfulness in Education)

As teaching is socially, culturally, and politically constructed, it is important that teacher educators committed to social justice attempt to create secure environment where all voices are heard and teacher candidates can inquire into personally and socially challenging topics within a safe and caring classroom culture. Relationships of trust are fundamental to teaching about social justice and to being receptive as learners in such classes. Mindfulness on the part of teacher educators and teacher candidates can go a long way in fostering respect, openness and acceptance in such classes. Together they can lead to teacher educators and candidates thinking deeply about themselves, schools and schooling as they move towards a vision of a more equitable and just society. The teacher educators who have contributed to this volume recognize the challenges of balancing respect for their students with the call to social justice. Their accounts and critical reflections convey how relational and mindful approaches might offer positive avenues to self and shared exploration by teacher candidates and teacher educators alike. Several chapters attend to the challenges for educators as they encounter culturally and linguistically diverse contexts. Others attend to these issues within the complexity of diverse university classrooms in order to guide teacher candidates towards dispositions and practices that help foster inclusion and engage diverse learners and communities. Together, these chapters offer thoughtful approaches to living alongside aspiring teachers as they develop deeper understanding of the concepts of race and diversity, and inclusive approaches to teaching and learning. Review Mindful and Relational Teacher Approaches to Social Justice in Teacher Education makes a unique contribution to the teacher education scholarship landscape by bringing social justice, relational, and mindfulness perspectives in teacher education together in an interesting collection of chapters. The book responds to the three core concerns of any professional practice: What is the purpose of my practice? How do I relate to others in my practice? How do I understand myself in my practice?--Thomas Falkenberg In an era of "hyper-busyness," where there is misplaced value assigned to not being present to our own moments and the moments we share with others, there is a need to understand what it means to be mindful of simply being. In that light, professors Julian Kitchen, Karen Ragoonaden and their colleagues offer in the edited collection that comprises The Mindful and Relational Teacher Approaches to Social Justice in Teacher Education insights and understandings that allow all of us who are invested in initial teacher preparation to be and become more aware and attentive to how teacher education can be anchored in pathways that might allow us to live and learn in meaningful ways as single human family.--Jerome Cranston, University of Regina About the Author Julian Kitchen is professor in the faculty at Brock University. Karen Ragoonaden is professor of teaching in the Okanagan School of Education and the director of the Center for Mindful Engagement at the University of British Columbia.