Building a Mindfulness-Based Community of Inquiry to Educate for Regenerative and Sustainable Living in Times of Crisis

The COVID pandemic and looming climate crisis have pushed people to become aware of our vulnerability and rethink our lives/lifestyles. This proposed research sees mindfulness as important in supporting school educators to educate for sustainable living in environmental crises. Mindfulness has gained a mainstream status in school-based programs for its benefits on teachers and students’ wellbeing. Despite growing research on the positive role of mindfulness in education, few studies exist to examine K-12 educators’ personal and practical experiences of engaging mindfulness in educating for environmental sustainability during times of emergency.
This research will develop a knowledge base for understanding how teachers engage mindfulness in their life and work to cultivate their capacity to educate for sustainable living. Findings from this study will contribute to True Peace Sangha’s effort to develop a mindful and sustainable living centre for the common good in Ontario.

Faculty Supervisor:

Shijing Xu

Student:

Partner:

True Peace Sangha of Toronto;Kawartha World Issues Centre

Discipline:

Sociology

Sector:

Education

University:

University of Windsor

Program: