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Reflections on mindfulness and its implications for social justice in the early years

  • Abigail Gosling
Research Output:
Chapter in Book/Report/Conference proceeding
Chapter
 Peer-review

Abstract

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.

Publication Information

Output type

Research Output:
Chapter in Book/Report/Conference proceeding
Chapter
 Peer-review

Host publication Subtitle

Understanding Tensions and Challenges Through Lived Experiences

Original language

English

Pages from-to (Number of pages)

Pages 139-155 (17 pages)

Publication milestones

  • Published - 12/04/2024

Publication status

Published - 12/04/2024

Publisher

Routledge, United States, United Kingdom

ISBN (Print)

9781032489452

ISBN (Electronic)

9781003391562

Publication IDs

  • handle.net: 10547/626224
  • Scopus: 85189872912

Host publication title

Social Justice in Practice in Education

Host publication editors

  • Janice Wearmouth
  • Karen Lindley
  • Uvanney Maylor
  • James Shea

Access to documents