• Karen Ragoonaden, PhD
  • Dean and Professor

    225 Education Building
    University of Manitoba (Fort Garry Campus)
    Winnipeg, MB R3T 2N2 Canada

    dean.education@umanitoba.ca

Research websites

Karen Ragoonaden
Eminence Cluster of Research Excellence in Culture, Health, Creativity and Well-Being
Twitter: @karenragoonaden

Education

About

Dr. Karen Ragoonaden has lived, studied and worked in North America, Europe and Africa. Her publications and research interests lie in the area of mindfulness and well-being, culturally responsive pedagogy and conceptions of teaching and learning. As a qualified Yoga instructor, the concept of Mindful Educational Practices is an integral component of her research and her practice. As a university teacher and researcher, her focus and commitment to educational leadership and curricular innovation have been recognized by virtue of her on campus, professional and community work relating to equity, diversity and inclusion. In 2020, in recognition of her dedication to making a significant impact on the culture of teaching and learning, she received the University of British Columbia Provost Office’s Teaching Excellence and Innovation Award. In 2021 she received the Killiam Teaching Prize in recognition of her excellence in teaching.

Madame Karen Ragoonaden a vécu et a travaillé en Afrique, en Europe et au Canada. Ses domaines de recherche et ses publications sont axés sur l’avancement des connaissances en enseignement, la pédagogie adaptée culturellement et le bien-être. En raison de sa formation comme institutrice de Yoga, elle s’intéresse particulièrement aux pratiques éducatives basées sur la pleine conscience.

Areas of Specialization

  • Mindfulness and Well-Being
  • Conceptions of Teaching and Learning
  • Culturally Responsive Pedagogy

Research Interests and Projects

Social Sciences and Humanities Research Council
2021-2024

Mindfulness and Antiracist Education: Developing Critical Reflection

Ragoonaden (PI); Bai (Co-PI) SFU; Ergas (Co-PI) Beit Berl College

Social Sciences and Humanities Research Council Insight Grant
2021-2024

Understanding the Well-being Capacity of Pre-Service Teachers

Kutsyuruba B. (Queen’s) PI; Co-PIs: Ragoonaden, Cherkowski (UBCO) Walker, Claypool (Saskatchewan), Godden (Carleton)

Social Sciences and Humanities Research Council (SSHRC) Partnership Grant
2020-2025 $1,250,000

Reconceptualizing Education through Co-Curricular-Making: Honouring Indigenous Connections to Land, Culture, and the Relational Self

Dr. MacIntyre Latta (PI) Drs.K. Ragoonaden, S.Cherkowski & J.Hare (UBC) D.Donald (UofA), N.Ng-Fook (UofO), S. Styres (UoT) (Co-PIs)

SSHRC Insight Grant
2017-2021 $100,000

Mindfulness and Indigenous Knowledge: Shared Narratives about Well-Being

Dr. Karen Ragoonaden (PI); Dr. Macintyre Latta (Co-PI); Dr. Tina Fraser (Co-PI), UNBC; Dr. Ross Hoffman, (Co-PI), UNBC.

Collaborators: SD 23; Aboriginal Programs and Services, UBC O; UNBC

University of Exeter-UBC Humanities Collaboration Fund – Project Grants
2020-2022 $21,404 (£12,435)

Connecting strands on Indigenous realities in the Americas: narratives of reconciliation in North and South America

Drs. B. Onciul & M. Lazzari, University of Exeter; Drs. K.Ragoonaden & V.Magnat (UBC)

UBC Eminence Funding. Culture, Creativity, Health and Well-Being
2018-2021 $180,000

Drs. K.Ragoonaden & V.Magnat (UBC)

Visit Karen Ragoonaden's Research Gate Profile

Selected Awards

  • Fellowship, Erich Auerbach Institute for Advanced Studies, University of Cologne, Germany, 2021
  • Killiam Teaching Prize, 2021
  • AJER’s Ted Aoki Award for Best Paper in Curriculum Studies, 2021
  • Teaching Excellence and Innovation Award, Provost Office, 2020

Selected Publications & Presentations

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.
  • Ragoonaden, K. (Ed.) (2015). Contested sites in education: The quest for the public intellectual, identity and service. New York, NY: Peter Lang.

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 32-49.
  • 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
  • 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.
  • 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.
  • Macintyre Latta., M., Hanson, K., Ragoonaden, K., Briggs, W., & Middleton, T. (2017). Accessing the curricular play of critical and creative thinking. Canadian Journal of Education/Revue canadienne de l’éducation, 40(3), 191-218.
  • Cherkowski, S. & Ragoonaden, K. (2016). Leadership for Diversity: Professional Development and Intercultural Competence. Teacher Learning and Professional Development. 1(1) pp 33-43.
  • Kitchenham, A., Fraser, T., Pidgeon, M., & Ragoonaden, K. (2016). Aboriginal Education Enhancement Agreements: Complicated Conversations as Pathways to Success. BC Ministry of Education. Victoria: BC. Retrieved from: http://www2.gov.bc.ca/assets/gov/education/administration/kindergarten-to-grade-12/aboriginal-education/research/aeea_report.pdf.

Chapters

  • Ragoonaden, K. (2020). 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.
  • 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.

Conference Papers

  • Cherkowski S., Hamilton, K.,* Ragoonaden, K., Shayer, L.,* Nelson, J., * Loland, D.,* Broom, C. (April 2020). Cultivating Scholar-Practitioner Identities: Exploring Dewey’s Conceptualisation of the Reflective Thinker through Teacher Education. American Association of Educational Research (AERA). San Francisco, CA, USA. (online June 2020 due to COVID-19).
  • Shayer, L.,* & Ragoonaden, K. (April 2020). Stress, Coping, and Resilience in Post-Secondary Math. American Association of Educational Research (AERA). San Francisco, CA, USA. (cancelled due to COVID-19).
  • Cherkowski, S. & Ragoonaden, K. (January 2020). Educator Wellbeing: Mindful Approaches to Professional Learning and Flourishing. International Congress for School Effectiveness and Improvement (ICSEI) Marrakesh, Morocco.
  • Strong Makaiau Amber; Ragoonaden, K.; Leng; L., Mangram, C; and Toyoda, Mitsuyo. (April 2019). The Handmaid’s Tale: An International Self-Study about Gender and Career. American Association of Educational Research (AERA). Toronto, CA.
  • Shayer, L.*; Ragoonaden, K.; Cherkowski, S. (April 2019). Management and Resiliency Techniques in Education. American Association of Educational Research (AERA). Toronto, CA.
  • Macintyre Latta, M; *Ragoonaden, K; Hare; J.; Beaudry, T.; De Guevara, Joanne; Klassen, W. (April 2019). Reconceptualizing Education Through Co-Curricular-Making: Honoring Indigenous Connections to Land, Culture, & the Relational Self, American Association of Educational Research (AERA). Toronto, CA.
  • Karine Rondeau; Ragoonaden, K.; Emond; J. *Jeanne Marie Rugira J. (April 2019). Enriching holistic research practices: Building mindful research learning communities. American Association of Educational Research (AERA). Toronto, CA.
  • Ragoonaden, K; Macintyre Latta; M., Fraser; T.; R. Hoffman. (April, 2019). Holistic Exploration of Mindfulness and Indigenous Knowledges. American Association of Educational Research (AERA). Toronto, CA.
  • Cherkowski, S,. & Ragoonaden, K. (2019). Mindful inquiry as a pathway to flourishing and well-being for educators. Innovate Session. International Congress for School Effectiveness and Improvement (ICSEI). Singapore.

Invited Presentations

  • Ragoonaden, K.; Magnat, V.; & Willard, T. (2020, October). Being Creative for Health and Well-Being. Institute for Healthy Living and Chronic Disease Prevention. Webinar
  • Ragoonaden, K. (March 5, 2020). UBC Festival of Ideas Panel with the Honorable Janet Austin, GG. What can individuals, institutions and organizations do to advance reconciliation, democracy, and equity and inclusion? Kelowna, BC
  • 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.