Mindfulness and Vipassana can help teachers teach anti-oppressively because practitioners learn to interrupt unskillful habit patterns through practice. This master's thesis examines the author's mindfulness/Vipassana practice, in reference to current scholarship on mindfulness and anti-oppressive education. Using a self-study lens, the author looks at mindfulness scholarship critically and at his experiences discerningly, compassionately and uses them as the evidence for mindfulness' relevance within High School teaching. / Cette thèse soutient que la pratique de la « pleine conscience » (mindfulness) et de la méditation Vipassana peut contribuer à une éducation anti-oppressive. Cette pratique aide les enseignants à prendre conscience de leur vie intérieure, à interagir avec discernement et compassion, et à interrompre des habitudes maladroites. Se référant à sa propre pratique du « mindfulness » l'auteur examine la pertinence de cette approche pour l'enseignement au secondaire. Il pose aussi un regard critique sur la littérature scientifique émergeante.
| Identifer | oai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:QMM.121169 |
| Date | January 2014 |
| Creators | Bon-Miller, Alexander |
| Contributors | Ronald Morris (Internal/Supervisor) |
| Publisher | McGill University |
| Source Sets | Library and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada |
| Language | English |
| Detected Language | French |
| Type | Electronic Thesis or Dissertation |
| Format | application/pdf |
| Coverage | Master of Arts (Department of Integrated Studies in Education) |
| Rights | All items in eScholarship@McGill are protected by copyright with all rights reserved unless otherwise indicated. |
| Relation | Electronically-submitted theses |
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