Research

Recent Research Publications by Program Faculty

Laurie Anderson

Bai, H., Anderson, L., & Scott, C. (2023). Contemplation as a quintessential educational project for our times. Holistic Education Review, 3(2). https://her.journals.publicknowledgeproject.org/index.php/her/article/view/2978/2654

Scott, C., Anderson, L., & Bai, H. (2023). Hard-wired for presence in an online world: A contemplative perspective and practice guide for educators. In L. Jeffrey, A. Palalas, K. Robert and Y-L. Wong (Eds.), Presence in the online world: A contemplative perspective and practice guide for educators (pp. 111–130). Rowman & Littlefield.

Anderson, L., Miyakawa, M., Mangat, M., Scott, C., and Bai, H. (2019). Pedagogical infusion of the contemplative: SFU’s contemplative inquiry Master of Education program in Canada. In J. Lin, T. Culham, S. Edwards (Eds.), Contemplative pedagogies for transforming teaching, learning and being (pp. 45–67). Information Age Publishing.

Heesoon Bai

Chang, D., Scott, C. & Bai, H. (2024, forthcoming). The role of critical research and authentic academic literacy to enact change in schools. In D. Peluso & K. Berynets (Eds.), Navigating the complexities of school counselling in Canadian contexts: A comprehensive guide for counsellors, administrators, and educators.

Bai, H., Williams, H., Cueto de Souza, R., Yee, A., Scott, C., & Cohen, A. (2024, forthcoming). Contemplative Inquiry as Research and Pedagogic Method. In K. Clough & B. Flanagan (Eds.), The Routledge Handbook of Research Methods in Spirituality & Contemplative Studies. Routledge.

Bai, H. & Rumjahn, A. (2024, forthcoming). Education for cultivating humanity: Towards democracy. In G. J. Defa Dei & M. J. Ellul (Eds.), Critical pedagogy and social justice: Major challenges and the way ahead. Peter Lang.

Bai, H., Anderson, L., Scott, C. (2023). Contemplation as a quintessential educational project for our times. Holistic Education Review 3(2). Retrieved from https://her.journals.publicknowledgeproject.org/index.php/her/article/view/2978/2654

Bai, H., Scott, C., Campbell, C. L., Patel, J., Sun, Y., Lin, J., Bang, H., Edwards, S., Srikantaiah, D., Khoo, Y., & McHugh, D. L. (2023). Meeting the JCHE Team: A Reconstructed Interview, Journal of Contemplative and Holistic Education 1(2), 10. https://doi.org/10.25035/jche.01.02.10

Scott, C., Bai, H. & Anderson, L. (2023). Hard-wired for presence in an online world: A contemplative perspective and practice guide for educators. In L. Jeffrey, A. Palalas, K. Robert & Y. R. Wong. Presence in the Online World: A Contemplative Perspective and Practice Guide for Educators (pp. 111-130). Rowman & Littlefield.

Bai, H., Scott, C., Campbell, C. L., & Patel, J. (2023). Editorial Introduction: Contemplative and Holistic Education as Inside-Out Work for Healing, Peace, Justice, and Equity. Journal of Contemplative and Holistic Education, 1(2), 11. https://doi.org/10.25035/jche.01.02.11

Bai, H., Scott, C., & Owen, R. (2023). Editorial: Introducing Contemplative Perspectives and Practices in Holistic Education. Holistic Education Review, 3(2). Retrieved from https://her.journals.publicknowledgeproject.org/index.php/her/article/view/2998

Gunnlaugson, O., Cueto de Souza, R., Zhao, S., Yee, A., Scott, C., & Bai, H. (2022). Revisiting the Nature of Transformative Learning Experiences in Contemplative Higher Education. Journal of Transformative Education, 21(1), 84-101. https://doi.org/10.1177/15413446211067285

Broom, C. & Bai, H. (2021). A case-study exploration of Deweyan experiential service learning as citizenship development. In E. Aboagye and S. N. Dlamni, Global citizenship education: Challenges and successes (pp. 147-172). University of Toronto Press.

Bai, H., Bowering, S., Miyakawa, M., Cohen, A. & Scott, C. (2020). Unleashing the elephant out of the closet and into the wildness of inner work. In O. Ergas & J. K. Ritter (2021). Exploring self toward expanding teaching, teacher education and practitioner research (pp. 37-54). Emerald Publishing Ltd. https://doi.org/10.1108/S1479-368720200000034002

Chang, D. & Bai, H. (2020). Savouring the free lunch: Edible activism and the joy of foraging. In J. Pontius, M. P. Mueller & D. Greenwood (Eds.), Place-based Learning for the Plate. Environmental Discourses in Science Education, vol 6. (pp. 55-72). Springer. https://doi.org/10.1007/978-3-030-42814-3_5

Bai, H., Cohen, A. & Park, S. (2020). From fear and hostility to awakening and hospitality: Learning to encounter the strange with an open heart. In B. Zizek & H. Piepenbring (Eds.), Formen der Aneignung des Fremden (pp. 59-70), Heidelberg, GmbH: Universitatsverlag Winter GmbH Heidelberg.

Bai, H., Miyakawa, M., Tiryaki, T. & Mangat, M. (2019). Contemplating philosophy of education. In P. Trifonas (Ed.), Handbook of theory and research in cultural studies and education. (pp. 1-15). Springer, Cham. https://doi.org/10.1007/978-3-030-01426-1_56-1

Vicki Kelly

Kelly, V. (2021). Radical acts of re-imaging ethical relationality and trans-systemic transformation. Engaged Scholar Journal, 7(1), 183-202.

Kelly, V. (2021). Kizhay ottiziwin: To walk with kindness and kinship. Journal of the Canadian Association for Curriculum Studies, 18(2), 138-149.

Kelly, V. (2020). Living and being in place: An Indigenous métissage. In Identity landscapes (pp. 185-196). Brill.

Kelly, V. (2019). Indigenous poiesis: Medicine for mother earth. Artizein: Arts and Teaching Journal, 4(1), 3.

Kelly, V. (2017). Finding Our Way Home: An ecological sense of self and honouring the places we are from. Eco-thinking, 1.

Michael Ling

Ling, M., & Bullock, S. M. (2022). Forming a Self-Study Community of Practice in Turbulent Times: The Role of Critical Friendship. In Learning through Collaboration in Self-Study: Critical Friendship, Collaborative Self-Study, and Self-Study Communities of Practice (pp. 297-312). Singapore: Springer Nature Singapore.

Ling, M., & Bullock, S. (2014). Putting ourselves in a fishbowl: Teaching teachers about teacher inquiry. Changing Practices for Changing Times: Past, Present and Future Possibilities for Self-Study Research, 136.

Charles Scott

Chang, D., Scott, C. & Bai, H. (2025, forthcoming). The role of critical research and authentic academic literacy to enact change in schools. In D. Peluso & K. Berynets (Eds.), Navigating the complexities of school counselling in Canadian contexts: A comprehensive guide for counsellors, administrators, and educators. Canadian Scholars.

Bai, H., Williams, H., Cueto de Souza, R., Yee, A., Scott, C., & Cohen, A. (2024). Contemplative inquiry as research and pedagogic method. In K. Clough & B. Flanagan (Eds.), The Routledge Handbook of Research Methods in Spirituality & Contemplative Studies (pp. 141–148). Routledge.

Cueto de Souza, R. & Scott, C. (2024). Cultivating stillness through yoga: Considerations for a deepening of presencing mastery at the bottom of the U. International Journal of Presencing Leadership & Coaching, 1(1), 82–95. https://doi.org/10.69470/eh0wg012

Scott, C. (2023). The farther reaches of contemplative inquiry. Holistic Education Review, 3(2). https://her.journals.publicknowledgeproject.org/index.php/her/article/view/2986/2650

Schmidt, M., Berynets, K., & Scott, C. (2023). A new theoretical approach to enacting transformative leadership with international students. In J. Crawford (Ed.), Leadership: Advancing great leadership practices and good leaders. IntechOpen. https://doi.org/10.5772/intechopen.109355

Cueto de Souza R., and Scott C. (2022). From mental health crisis to existential human suffering: The role of self-transcendence in contemporary mindfulness. Religions, 13(8), 681. https://doi.org/10.3390/rel13080681

Gunnlaugson, O., de Souza, R. C., Zhang, S., Yee, A., Scott, C., & Bai, H. (2022). Revisiting the nature of transformative learning experiences in contemplative higher education. Journal of Transformative Education, 20 https://journals.sagepub.com/doi/full/10.1177/15413446211067285

Scott, C., Behrisch, T., Bhattacharjee, M., Grass, S., and Bai, H. (2021). Re/turning to soil: Becoming one-bodied with the Earth. Cultural Studies of Science Education, 16. https://doi.org/10.1007/s11422-021-10031-1

Chang, D., Scott, C., Banack, H., Beavington, L., Culham, T., Falkenberg, T., … & Zhao, S. (2021). From hermit crabs to humus: Heesoon Bai’s contributions to cultural studies in science education. Cultural Studies of Science Education, 1-14. https://doi.org/10.1007/s11422-021-10055-7

Scott, C. (2021). Contemplative being, becoming, and knowing: The “work” at the bottom of the U in a graduate program in contemplative inquiry. In O. Gunnlaugson, & W. Brendel, (Eds.), Advances in presencing (Vol. 3; pp. 215–240). Trifoss Press.

Lin, J., Culham, T., & Scott, C. (2020). Virtue as emergence from contemplative practices. Journal of Character Education, 16(1), 39–53.

Scott, C. (2019). What is contemplation? The opening of a dialogue. SFU Educational Review, 12(2), 121–136. https://doi.org/10.21810/sfuer.v12i2.936

Celeste Snowber

Lyle, E. and Snowber, C. (2021). Walking as attunement: Being with/in nature as currere. Journal of the Canadian Association of Curriculum Studies, 18(2), 6-20.

Snowber, C. and Odabashian, M. N. (2020) “Fragments of Armenian Identity,” Artizein: Arts and Teaching Journal Vol. 5 : Iss. 1 , Article 13. Available at: https://opensiuc.lib.siu.edu/atj/vol5/iss1/13

Snowber, C. (2020). Fragments of the body, landscape and identity: A dancer/poet’s terroir. In E. Lyle, (Ed.). Identity landscapes: Contemplating place and the construction of self (pp. 69- 82). Leiden, Netherlands: Brill/Sense.

Snowber, C. (2020). Mystery, magic and the mundane: A dancers journey in the liturgy of life. In A. Williamson & B. Sellers-Young, (Eds.). Soulful and spiritual research in Dance Studies: bodily inscription, self-narrative and auto-ethnography. Bristol, UK: Intellect.

Snowber, C. (2019). Dance and spirituality. In L. Zsolnai and B. Flanagan, (Eds.). The Routledge International Handbook of Spirituality and Society. Abingdon, UK: Routledge.

Snowber, C. (2019). Preface: Dancing Incantations. In A. Williamson & B. Sellers-Young (Eds.) Spiritual herstories: Call of the soul in dance research. Bristol, UK:Intellect

Snowber, C. (June, 2019). Incarnatas: An artist in residence practice in the University of British Columbia Botanical Garden. Artisein: Arts and Teaching Journal, 4(1), 60-62

Wiebe, S., Leggo, C., Conrad, D., Sameshima, P., Gouzouasis, James, K., Walsh, S., Fels, L., Richardson, P., Meyer, K., Hasebe-Ludt, E., Snowber, C., Kentel, J., Lloyd, R. (2018). Curriculum as playlist: Responses of synopsis and expansion. Journal of Curriculum and Pedagogy.

Snowber, C. (2018). Embodied perspectives on creativity. In C. Mullen, (Ed.). Creativity Under Duress in Education? Resistive Theories, Practices, and Actions. Berlin, Germany: Springer.

Snowber, C. (2018). Embodied inquiry in holistic education. In J. Miller, M. Binder, S. Crowell, K. Nigh, B. Novak, (Eds.). The international handbook in holistic education. Bingdon, UK: Routledge.

Snowber, C. (2017). Dancers of incarnation: From embodied prayer to embodied inquiry. Revue Théologiques, (Vol 25), Montreal, QC.

Wiebe, S., Yallop, J.G., Fels, L., Snowber, C., Richardson, P., Honein, N., Faulkner, S., Dark, K. & Leggo, C. (2016) Poetic Inquiry of and on play. Canadian Journal of Education, 39(3), 1-26.

Snowber C. (2014) Dancing the threshold from personal to universal. International Journal of Education and the Arts, 15(2). (Special Issue: What does it mean to have an N of 1? Art-making, education research and the public good).

Zuzana Vasko

Vasko, A. & Smith, R. (2019). Drawing Meaning from Nature: Observation, Symbols and Stories. In D. Zandvliet (Ed.), Culture and Environment: Weaving New Connections (pp. 285-304). BRILL

Vasko, Z. (2016). Connections between Artistic Practice and Experiences in Nature: Considerations for how Art Education Can Engender Ecological Awareness, The Canadian Review of Art Education, 42(2), 69-79.

Vasko, Z. (2014). Enlivening our Sense of the World: Environmental Connectedness through Artistic Engagement. Doctoral Dissertation, Simon Fraser University, Burnaby, B.C. https://summit.sfu.ca/_flysystem/fedora/sfu_migrate/15706/etd8475_ZVasko.pdf

Vasko, Z. (2007). The Arts and the Authentic Learner. SFU Educational Review, 1(1).

Past Research Projects/Publications About the Contemplative Inquiry Program

Mindfulness and Anti-Racist Education: Developing Critical Reflection (2021). This SSHRC-funded research project was a collaboration with colleagues from UBC, and included interviewing students in the Contemplative Inquiry program. Among other things, the research was exploring their conceptions of contemplation, mindfulness, and how the contemplative inquiry program was benefitting them. As of 2024, analysis of the large amounts of data compiled in this study is still ongoing and will, we hope, be reflected in future publications.
Exploring the Transformative Aspects of a MEd Program in Contemplative Education (2018 – 2019)
Researching Pedagogy and Curriculum for a M.Ed. Program in Contemplative Education (2014 – 2015)