Résumés
Abstract
This paper examines the effects of mindfulness practice through pranayama, hatha yoga, and meditation on practicing teachers in an inner city school to determine if practices of this nature could contribute to sustainable sense of self, sustainable happiness, and well-being for practicing teachers and pre-service teachers. Furthermore, mindfulness practice is discussed in the context of new pedagogies that are contributing to the transformation of teachers, students, and education. This inquiry has demonstrated that this process not only offers the practitioner serenity, awareness, peace, and well-being: but the benefits of the practice move far beyond the personal environment of those practicing teachers and into the classroom and school community providing opportunities for transformation; growing sustainable happiness and well-being.
Résumé
Cet article s’intéresse aux effets de la pratique de la pleine conscience par le pranayama, le hatha yoga et la méditation sur des enseignants travaillant au sein d’une école du centre-ville. Il vise à déterminer si les pratiques de cette nature peuvent aider les enseignants en devenir et en exercice à atteindre un sentiment identitaire et un bonheur durables, ainsi que le bien-être. De plus, la pratique de la pleine conscience est abordée dans le contexte des pédagogies nouvelles, pédagogies qui contribuent à transformer les enseignants, les étudiants et le milieu de l’éducation. Cette recherche indique que ce processus ne permet pas seulement aux enseignants d’atteindre un niveau de sérénité, de conscience, de paix et de bien-être. En effet, les bénéfices vont au-delà de l’entourage personnel de ceux qui le pratiquent, touchant également la classe et la communauté scolaire, en offrant des opportunités de transformation, de bonheur durable et de bien-être.
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Parties annexes
Biographical note
Darlene Kyte is an Adjunct Professor in the Department of Education at Cape Breton University. Her primary areas of research include arts based research (ABR) such as movement as method, performance pedagogy, and narrative inquiry from the perspective of alternate ways of knowing and being, including embodied subjectivity and sense of self research.
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Parties annexes
Note biographique
Darlene Kyte est professeur associé au département d’éducation de l’Université du Cap-Breton. Ses intérêts de recherche comprennent la recherche axée sur les arts (arts based research) telles que le mouvement comme méthode, la pédagogie de performance et l’enquête narrative. Elle adopte des points de vue alternatifs du savoir et de l’être, incluant la subjectivité et la recherche d’un sentiment de soi.