Teaching and Mentoring toward Culturally Responsive Practices

Zaffini, Erin

doi:10.1177/00274321221107610

Cited by 2 publications

(3 citation statements)

References 8 publications

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“…In addition, it is necessary for educators to engage in cultural self-reflection to become aware of their own biases and cultural assumptions (Zaffini, 2022). This process includes examining their cultural backgrounds and how it affects their teaching.…”

Section: Developing Mindfulness Interventions With Culturally Respons...mentioning

confidence: 99%

“…This process includes examining their cultural backgrounds and how it affects their teaching. By understanding their cultural identities, educators can better understand and empathize with their students, creating a more inclusive learning environment (Donahue-Keegan et al, 2019;Zaffini, 2022). Furthermore, it is crucial for educators to be flexible in modifying SEL practices to make them more culturally responsive (Jones & Lee, 2022).…”

Section: Developing Mindfulness Interventions With Culturally Respons...mentioning

confidence: 99%

“…This approach supports students from diverse backgrounds, helping them connect with their identities and the world around them (Jones & Lee, 2022;Watson-Singleton et al, 2019). Training school teachers and martial arts educators to comprehend and be sensitive to their students' cultural backgrounds and beliefs is crucial for creating inclusive learning environments (Stevenson & Markowitz, 2019;Zaffini, 2022). Additionally, the use of culturally responsive language and collaboration with families and communities enhances the relevance and cultural responsiveness of mindfulness programs, ensuring they are accessible to all students (Barrio & Morgan, 2022;Watson-Singleton et al, 2019).…”

Section: Addressing Cultural Sensitivity Issuesmentioning

confidence: 99%

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Strategies for integrating martial arts-based mindfulness into educational settings

Kwok

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This interpretative phenomenological analysis (IPA) sought to answer the question: How do skilled martial arts practitioners with advanced academic degrees interpret the role of mindfulness in their practice, and how do they believe this integration impacts the social and emotional learning of children? The focus of the study was to understand mindfulness practice within traditional martial arts by skilled practitioners and its impact on educational methods and the holistic development of children. The study involved in-depth interviews with eight martial arts practitioners and aimed to capture their lived experiences and the perceived benefits of this integration. The theoretical framework for this analysis was grounded in Dewey's experiential learning theory (1938), which highlights the importance of interactive and reflective learning experiences. The themes identified from the narrative data included the transformative potential of martial arts-based mindfulness in pedagogy, the importance of professional development and education for school teachers, and the need for curriculum integration and community engagement within schools. The findings confirm the existing literature on the positive influence of experiential learning and mindfulness on personal growth and pedagogical efficacy. They also illustrate varied perceptions of mindfulness among practitioners and reveal a spectrum of understanding that can inform teacher education programs. The study highlights the potential of martial arts-based mindfulness to enhance the educational landscape, stress a need for cultural adaptability in schools, and advocate for strategic inclusion in teacher education and policy development. Furthermore, it encourages future research to further explore effective ways of embedding these practices within various educational settings.

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Section: Developing Mindfulness Interventions With Culturally Respons...mentioning

confidence: 99%

Section: Developing Mindfulness Interventions With Culturally Respons...mentioning

confidence: 99%

Section: Addressing Cultural Sensitivity Issuesmentioning

confidence: 99%

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Strategies for integrating martial arts-based mindfulness into educational settings

Kwok

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It Takes a Village

West

2025

Advances in Educational Marketing, Administration, and Leadership

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This chapter highlights the critical role of community involvement and volunteerism in children's growth beyond traditional educational settings. Drawing from my experiences as an educator, advocate, and parent, I discuss how community support enhances children's emotional, social, and academic development. Utilizing Critical Theory and Asset-Based Community Development (ABCD), the chapter emphasizes challenging inequities and leveraging community strengths. Through a summer reading program with diverse volunteers, it showcases how mobilizing local resources fosters empowerment. By focusing on strengths and inclusivity, this chapter illustrates how community engagement can break down systemic barriers, ensuring every child feels valued and supported. It advocates for collective responsibility in nurturing future generations and underscores the transformative power of community-led initiatives.

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Teaching and Mentoring toward Culturally Responsive Practices

Cited by 2 publications

References 8 publications

Strategies for integrating martial arts-based mindfulness into educational settings

Strategies for integrating martial arts-based mindfulness into educational settings

It Takes a Village

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