Wayne Serebrin

1995 - PhD, Indiana University
1986 - BA/BEd, Dalhousie University 
2018 - Certified Compassion Cultivation Educator Certificate, Stanford University's CCARE and the Compassion Institute 
2018 - Applied Mindfulness Meditation Certificate, University of Toronto

"Teachers have three loves: love of learning, love of learners, and the love of bringing the first two loves together" (Scott Hayden, 1882 - 1925) 

Dr. Serebrin is a curious, caring, collaborative learner, teacher, and scholar. He has been the recipient of over a dozen awards for outstanding teaching. For nearly three decades, Dr. Serebrin has partnered with undergraduate and graduate students, K-12 teachers, university colleagues, and children in urban, school-based literacies education. Since 2019, Dr. Serebrin has turned his teaching, scholarship, and service focus to contemplative care and justice praxis in education - as a way of revisioning a more caring and just world. Following a lifetime of experience with embodied and embedded contemplative practices, Dr. Serebrin is committed to co-creating cultures of relational care in education. He is currently a co-creator of a new CTL specialization in contemplative, holistic, and integrative educational theory, research, and practices intended to: deepen consciousness and activate loving action in response to intrapersonal, interpersonal, and systemic/cultural oppression and domination; invite, sustain, and critique healing practices, processes, and systems; and; reimagine educational and societal institutions so that they may more fully serve and benefit all - especially marginalized individuals and groups. At the core of Dr. Serebrin's teaching, research, and service is a responsibility to deepen our complex and sustainable connections with ourselves, with multiple, diverse, and divided communities, and with more-than-human life forms and the Earth. 

• Relational Ethics of Care in Education
• Cultivating Sustainable Compassion Practices and Collective Liberation for Educators 
• Counter-Oppressive Pedagogies and Transformative Education in preK-12 and Higher Education
• Fostering Belonging in Educational Contexts 

• Teaching for Diversity, Equity, Inclusion, and Social - and Eco-Justice
• Contemplative Embodied Practices and Pedagogies in Relation to Trauma, Healing, Resilience, and Grappling with "Cure"