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You searched for subject:(meditation in schools). Showing records 1 – 2 of 2 total matches.

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1. Sharma, Ragini Singh. Decolonizing Yoga in Academia: Narratives of Young Adults using Yoga to Manage Stress.

Degree: PhD, Education, 2016, York University

This inquiry explores the experiences of thirteen Canadian yoga-exemplars, ages 25-40, who use traditional Yoga knowledge and practices to handle lifes stresses and strains. The young adults describe Yoga as a holistic and spiritual practice as a way of life, a philosophy, and not merely a physical exercise. Their stories about how they cope with the challenges of life such as school, relationships or existential angst, demonstrate how Yoga has helped them effectively cope with stress. Their discussion of Yoga is important because of concerns that unmanaged stress leads to negative impacts, such as anxiety, depression and drug and alcohol abuse. Researchers have concluded that, due to the heterogeneity of Yoga, it is difficult to compare Yoga programs to know their quality or content. Also, these programs are usually limited to practice of asanas, or physical postures, along with some mindfulness. Yet, as the Patanjali Yoga Sutras explain, Yoga teaches the complete psychology of the mind and provides a holistic, spirituality-based, embodied and experiential approach to wellness and increased-self-awareness. Using the Art of Living programs as a case study, this inquiry provides an example of a program that teaches all eight limbs of Yoga which is a Yoga-based theoretical framework researchers can use to study programs that are based on Yoga. Purva paksh, or critical review, of western scholarship on Yoga has led Indigenous scholar-practitioners to conclude that Yoga has been, and continues to be, studied through colonial lenses. This study proposes and demonstrates how Yoga may be better understood and analysed using Yogas own theories and Sanskrit terminology. This study uses decolonizing methodologies to theorize Yoga as indigenous knowledge, similar to other indigenous knowledges of the world which are based on the oral tradition. Indigenous scholars have asserted that the authority to speak for or teach the knowledge belongs to its own knowledge keepers and scholars, and not to outsiders. The study further decolonizes western studies on Yoga to show that the significant contributions made by Yoga to western psychology, mind sciences, and philosophy remain mostly unacknowledged. A review of the many threats faced by Yoga from western Indology provides the backdrop to the yoga-exemplars' narratives. Advisors/Committee Members: Haig-Brown, E. Celia (advisor).

Subjects/Keywords: South Asian studies; Yoga; Stress; Decolonizing Yoga; Art of Living; Sudarshan Kriya; YES! Plus; YES!; Canada; Rajiv Malhotra; Indigenous knowledge; Decolonizing methodologies; Young adults; College students; Sri Sri Ravi Shankar; Narratives; Case study; Patanjali Yoga Sutras; Indology; Four Pillars of Knowledge; Self-awareness; Experiential learning; Purva paksh; Meditation; Digestion; U-turn theory; Word warrior; Neo-Hinduism; Transnational Yoga; Viveka; Vairagya; Pranayama; Eight Limbs of Yoga; Indigenous knowledges; South Asian Studies; Cultural appropriation; Cultural denigration; Decolonizing; Reversing the gaze; Neo-Hinduism; Orientalism; American Orientalism; Mindfulness; Mind sciences; Consciousness studies; Oceanic-feeling; Freud; Healing breath; Yogic breathing; Ayurveda; Christian Yoga; Traditional Yoga; Holistic education; Yoga in schools

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Sharma, R. S. (2016). Decolonizing Yoga in Academia: Narratives of Young Adults using Yoga to Manage Stress. (Doctoral Dissertation). York University. Retrieved from http://hdl.handle.net/10315/32661

Chicago Manual of Style (16th Edition):

Sharma, Ragini Singh. “Decolonizing Yoga in Academia: Narratives of Young Adults using Yoga to Manage Stress.” 2016. Doctoral Dissertation, York University. Accessed September 18, 2019. http://hdl.handle.net/10315/32661.

MLA Handbook (7th Edition):

Sharma, Ragini Singh. “Decolonizing Yoga in Academia: Narratives of Young Adults using Yoga to Manage Stress.” 2016. Web. 18 Sep 2019.

Vancouver:

Sharma RS. Decolonizing Yoga in Academia: Narratives of Young Adults using Yoga to Manage Stress. [Internet] [Doctoral dissertation]. York University; 2016. [cited 2019 Sep 18]. Available from: http://hdl.handle.net/10315/32661.

Council of Science Editors:

Sharma RS. Decolonizing Yoga in Academia: Narratives of Young Adults using Yoga to Manage Stress. [Doctoral Dissertation]. York University; 2016. Available from: http://hdl.handle.net/10315/32661


University of Toronto

2. Neves, Ana Cristina Trindade. A Holistic Approach to the Ontario Curriculum: Moving to a More Coherent Curriculum.

Degree: 2009, University of Toronto

This study is an interpretive form of qualitative research that is founded in educational connoisseurship and criticism, which uses the author’s personal experiences as a holistic educator in a public school to connect theory and practice. Key research questions include: How do I, as a teacher, work with the Ontario curriculum to make it more holistic? What strategies have I developed in order to teach a more holistic curriculum? What kinds of difficulties interfere with my practice as I attempt to implement my holistic philosophy of education? This dissertation seeks to articulate a methodology for developing holistic curriculum that is in conformity with Ontario Ministry guidelines and is also responsive to the multifaceted needs of the whole student. The research findings will serve to inform teachers who wish to engage in holistic education in public schools and adopt a curriculum that is transformative while still being adaptable within mainstream education.

MAST

Advisors/Committee Members: Miller, John P., Cohen, Rina, Curriculum, Teaching and Learning.

Subjects/Keywords: holistic education; holistic learning; holistic teacher; holistic curriculum; curriculum development; Ontario curriculum; transformative curriculum; holistic philosophy of education; developing mindfulness; meditation in schools; visualization as a learning tool; yoga in schools; journal writing; Gulu walk; An Inconvenient Truth; Uganda Rising; anti-bullying education; human wholeness; Whole Child School; personal development; professional development; personal practical knowledge in teachers; educational connoisseurship and criticism; empowering students; Math trail; pedagogical approaches; autobiography; parents as partners in education; EQAO testing; student-led conferences; self awareness; balance in education; limited vision of Ontario curriculum; tensions between Holistic education and the Ontario curriculum; critical literacy ideology; ommission on the Whole Child; spirituality in education; anecdotal reporting to parents; social consciousness; Roots of Empathy; Who is Nobody; spiritual growth; ecological awareness; wholeness of human experience; creativity and intuition in education; 0727; 0524; 0280; 0998

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Neves, A. C. T. (2009). A Holistic Approach to the Ontario Curriculum: Moving to a More Coherent Curriculum. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/18107

Chicago Manual of Style (16th Edition):

Neves, Ana Cristina Trindade. “A Holistic Approach to the Ontario Curriculum: Moving to a More Coherent Curriculum.” 2009. Masters Thesis, University of Toronto. Accessed September 18, 2019. http://hdl.handle.net/1807/18107.

MLA Handbook (7th Edition):

Neves, Ana Cristina Trindade. “A Holistic Approach to the Ontario Curriculum: Moving to a More Coherent Curriculum.” 2009. Web. 18 Sep 2019.

Vancouver:

Neves ACT. A Holistic Approach to the Ontario Curriculum: Moving to a More Coherent Curriculum. [Internet] [Masters thesis]. University of Toronto; 2009. [cited 2019 Sep 18]. Available from: http://hdl.handle.net/1807/18107.

Council of Science Editors:

Neves ACT. A Holistic Approach to the Ontario Curriculum: Moving to a More Coherent Curriculum. [Masters Thesis]. University of Toronto; 2009. Available from: http://hdl.handle.net/1807/18107

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