Reflections on mindfulness and its implications for social justice in the early years
Authors
Gosling, AbigailIssue Date
2024-04-12Subjects
mindfulnesssocial justice
early years
Subject Categories::X310 Academic studies in Nursery Education
Metadata
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Social justice in practice in education: understanding tensions and challenges through lived experiencesAbstract
This chapter explores how principles of social justice can be operationalised through the practice of mindfulness in Early Years settings. It describes how the practice of mindfulness is compatible with more recent conceptualisations in the UK of young children as active agents in their own learning and as having the human right to be encouraged to hold their own opinions and to express them freely. The text draws on the author’s 40 years’ experience as a practitioner and academic to examine how common, yet contested, themes of mindfulness and social justice can inform the creation of pedagogical and reflexive spaces that support Early Years practice in educational settings.Citation
Gosling A (2024) 'Reflections on mindfulness and its implications for social justice in the early years', in Wearmouth J, Lindley K, Maylor U, Shea J (ed(s).). Social justice in practice in education: understanding tensions and challenges through lived experiences, : Taylor and FrancisPublisher
Taylor and FrancisAdditional Links
https://www.taylorfrancis.com/chapters/edit/10.4324/9781003391562-10/reflections-mindfulness-implications-social-justice-early-years-abigail-goslingType
Book chapterLanguage
enISBN
97810324894529781003391562
ae974a485f413a2113503eed53cd6c53
10.4324/9781003391562-10