Refereed Publications
BOOKS
Ragoonaden, K. & Kitchen, J. (2019). Mindful and Relational Teacher Approaches to Social Justice, Equity and Diversity in Teacher Education. Lanham, MD: Lexington Books. An Imprint of Rowman & Littlefield.
Ragoonaden, K., & Bullock, S. (Eds.) (2016) Mindfulness and critical friendship: A new perspective on professional development for educators. Lanham, MD: Lexington Books. An Imprint of Rowman & Littlefield.
Ragoonaden, K. (Ed). (2015). Mindful teaching and learning: Developing a pedagogy of well-being. Lanham, MD: Lexington Books. An Imprint of Rowman & Littlefield.
Ragoonaden, K. (Ed.) (2015). Contested sites in education: The quest for the public intellectual, identity and service. New York, NY: Peter Lang.
Ragoonaden, K. (2010). Comment les ordinateurs facilitent l'apprentissage d'une langue seconde. Recherche expérimentale sur la collaboration en ligne. Lewiston, NJ: Edwin Mellen Press.
CHAPTERS
Ragoonaden, K. (2020). The Common European Framework of Reference for Languages, the Intercultural Development Index, and Intercultural Communication Competence. In Management Association, I. (Eds.), Multicultural Instructional Design: Concepts, Methodologies, Tools, and Applications (pp. 605-625). IGI Global. http://doi:10.4018/978-1-5225-9279-2.ch028
Ragoonaden, K. (2020). Her Stories in Sarah Eaton & Amy Burns (Eds). Women negotiating life in the academy: A Canadian perspective (p25-32). Springer, Singapore.
Ragoonaden, K. (2020). Contemplating Mindfulness and Social Justice in Diversity Classrooms. In Ragoonaden, K. & Kitchen, J. (2019). Mindful and Relational Teacher Approaches to Social Justice, Equity and Diversity in Teacher Education. (p.31-43). Lanham, MD: Lexington Books. An Imprint of Rowman & Littlefield.
Beaudy, T., Kaiser, K., & Ragoonaden, K. (2020). Embedding Lived Indigenous Perspectives in Teacher Education: Co-constructing Mindful Pathways for Truth, Reconciliation and Social Justice. In Ragoonaden, K. & Kitchen, J. (2019). Mindful and Relational Teacher Approaches to Social Justice, Equity and Diversity in Teacher Education. (p. 99-113). Lanham, MD: Lexington Books. An Imprint of Rowman & Littlefield
Strong Mackaiau, A., Ching-Sze Wang, J., Ragoonaden, K., & Leng, Lu (2018). Empowering global P4C research and practice through self-study: The philosophy for children in Hawaii international journaling and self-study project. In M. Gregory, J. Hayes, & K. Murris (Eds.), The Routledge international handbook of philosophy for children, Section IX – Research directions and methods in philosophy for children. New York, NY: Routledge.
Ragoonaden, K. (2015). Mindful teaching and learning: Developing a pedagogy of well- being. In K. Ragoonaden (Ed.), Mindful teaching and learning: Developing a pedagogy of well-being. Lanham, MD: Lexington Books. An Imprint of Rowman Littlefield.
Ragoonaden, K. (2015). Mindful education and well-being. In K. Ragoonaden (Ed.). Mindful teaching and learning: Developing a pedagogy of well-being. Lanham, MD: Lexington Books. An Imprint of Rowman & Littlefield.
Ragoonaden, K. (2015). Setting the path towards emancipatory practices: Professor of teaching. In K. Ragoonaden (Ed.), Contested sites in education: The quest for the public intellectual, identity and service (pp. ). New York, NY: Peter Lang.
Ragoonaden, K. (2015). Ethical teacher educational dilemmas in a neo-liberal age. In K. Ragoonaden (Ed.), Contested sites in education: The quest for the public intellectual, identity and service (pp. ). New York, NY: Peter Lang.
Ragoonaden, K. (2014). Transformative praxis: Barry Kanpol and the quest for a public identity. In S. Totten & J. Pederson (Eds.), Educating about social issues in the 20th and 21st centuries: Critical pedagogues and their pedagogical theories. (Vol. 4, pp. 186-211). Charlotte, NC: Information Age Publishing.
Ragoonaden, K. (2014). Critical pedagogy and personal history. In L. Thomas (Ed.), Becoming teacher: Sites for teacher development in Canadian teacher education (pp. 393-415). E-book published by the Canadian Association for Teacher Education (CATE). Retrieved from: https://sites.google.com/site/cssecate/fall-working-conference.
ARTICLES
Ragoonaden, K., Macintyre Latta, M., Hanson, K., Draper, R. & Coble, J. (2020).Broadening, Burrowing, Storying and Re-storying Indigenous Narratives: A Holistic Exploration of an Arts Based Curricular Experience. Alberta Journal of Educational Research,
Makaiau Strong, A; Ragoonaden, K.; Leng, L; Mangram, C; Toyoda, M. (2019). The Handmaid’s Tale: Using Literature and Online Journaling to Facilitate a Self-Study of Feminist Identity in an International Research Collective Studying Teacher Education
Ragoonaden, K., Moralejo, L., & Kennedy, L. (2018). Critical Friendship and Inter-Faculty Collaborative Inquiry: Teacher Education and Nursing Education. In Education 24(1) 72-87.
Macintyre Latta, M., Cherkowski, S., Crichton, S., Klassen, W., & Ragoonaden, K. (2018). Investing in communities of scholar-practitioners. Teacher Learning and Professional Development. 2(1) 32 – 44.
Ragoonaden, K., & Mueller, L.(2017). Culturally responsive pedagogy in higher education: Indigenizing curriculum. Canadian Journal of Higher Education. 47(2), 22-46.
http://journals.sfu.ca/cjhe/index.php/cjhe/article/view/187963
Ragoonaden, K. (2017). smartEducation: Developing stress management and resiliency techniques. LEARNning Landscapes. 10 (2) 241-255.
http://www.learninglandscapes.ca/index.php/learnland/article/view/813
Ragoonaden, K. (2017). A Pedagogy of Well-Being: Introducing Mindfulness to First Year Access Students. Journal of Contemplative Inquiry 4(1) 1-28.
Macintyre Latta., M., Hanson, K., Ragoonaden, K., Briggs, W., & Middleton, T. (2017). Accessing the curricular play of critical and creative thinking. Canadian Journal of Education 4(3) 1-28.
Cherkowski, S. & Ragoonaden, K. (2016). Leadership for Diversity: Professional Development and Intercultural Competence. Teacher Learning and Professional Development. 1(1) pp 33-43.
http://journals.sfu.ca/tlpd/index.php/tlpd/issue/view/1/showToc
Kitchenham, A., Fraser, T., Pidgeon, M., & Ragoonaden, K. (2016). Aboriginal Education Enhancement Agreements: Complicated Conversations as Pathways to Success.BC Ministry of Education. Victoria: BC. Retrieved from: http://www2.gov.bc.ca/assets/gov/education/administration/kindergarten-to-grade-12/aboriginal-education/research/aeea_report.pdf
Ragoonaden, K. (2015). Professor of teaching: The quest for equity and parity. The Canadian Journal of Education. (38)3. 1-16.
Ragoonaden, K. (2015). Self-study of teacher education practices and critical pedagogy: The fifth moment in a teacher educator’s journey. Studying Teacher Education.
Ragoonaden, K., Sivia, A., & Baxan, V. (2015). Teaching for diversity in teacher education: Transformative frameworks. The Canadian Journal for the Scholarship of Teaching and Learning.
Ragoonaden, K. (in press). New age spirituality. In ___ (Ed.), The Sage encyclopedia of economics and society. Thousand Oaks, CA: Sage.
Ragoonaden, K., Garcia-Perez, G., & Campbell, R. (2014). English language learners and intercultural competence. Journal of New Horizons in Education, 4(1), 39-48.
Ragoonaden, K. & Ackhurst, J. (2013). Canadian ESL teacher in China: A stranger in a strange land. Citizenship, Social and Economic Education, 12(2), 22-35.
Ragoonaden, K. (2013). Baccalaureate education, pre-international. In Ainsworth, J. (Ed.), Sociology of education, (Vol. 1, pp.59-60). Thousand Oaks, CA: Sage. doi:10.4135/9781452276151.n31. Retrieved from: http://knowledge.sagepub.com/view/sociology-of-education/n32.xml?rskey=bsecnZ&row=1
Ragoonaden, K. (2013). Madagascar: Land of diversity. In Ainsworth, J. (Ed.), Sociology of education. (Vol. 1, pp. 444-445).Thousand Oaks, CA: Sage. doi:10.4135/9781452276151.n237. Retrieved from: http://knowledge.sagepub.com/view/sociology-of education/n239.xml?rskey=Gfcdh7&row=2.
Whiteley, R. & Ragoonaden, K. (2013). Phenomenology, existentialism and education. In Ainsworth, J. (Ed.), Sociology of education. (Vol. 2, pp. 577-579). Thousand Oaks, CA: Sage. doi:10.4135/9781452276151.n308. Retrieved from: http://knowledge.sagepub.com/view/sociology-of education/n310.xml?rskey=zzvn8o&row=1.
Ragoonaden, K. (2012). La compétence interculturelle et la formation initiale. Journal canadien de la linguistique appliquée. [Numéro Hors-Série]Tendances en enseignement des langues secondes et en formation des enseignant(es)/Canadian Journal of Applied Linguistics. [Special Issue] Trends in Second Language Teaching and Teacher Education, pp. 1-25.
Ragoonaden, K., Cherkowski, S. & Berg, S. (2012). New directions in daily physical activity: Integral education, yoga and physical literacy. Physical and Health Education Academic Journal, 4 (1), 1-16.
Ragoonaden, K., Berg, S., & Cherkowski, S. (2012). Yoga as a daily physical activity. Canadian Children, Spring 33, 1-5.
Ragoonaden, K. (2011). Une formation linguistique et interculturelle: le Cadre européen commun de référence pour les langues (CECR). Notos, Journal of the Second Languages and Intercultural Council (SLIC), 12 (1), 30-35.
Ragoonaden, K. (2010). Creating identity and culture in the great white north. Citizenship, Social and Economic Education, 9 (1) 14-22.
Ragoonaden, K., Cherkowski, S., Baptiste, M., & Després, B. (2009) Sntrusntm i7 captikwlh: Unravel the story, the Okanagan way. Alberta Journal of Educational Research, 55 (3), 382-396.
Ragoonaden, K. (2000) Collaborative learning and the internet. Educational Technology and Society, 3(3), 361-372.
Ragoonaden, K. & Kitchen, J. (2019). Mindful and Relational Teacher Approaches to Social Justice, Equity and Diversity in Teacher Education. Lanham, MD: Lexington Books. An Imprint of Rowman & Littlefield.
Ragoonaden, K., & Bullock, S. (Eds.) (2016) Mindfulness and critical friendship: A new perspective on professional development for educators. Lanham, MD: Lexington Books. An Imprint of Rowman & Littlefield.
Ragoonaden, K. (Ed). (2015). Mindful teaching and learning: Developing a pedagogy of well-being. Lanham, MD: Lexington Books. An Imprint of Rowman & Littlefield.
Ragoonaden, K. (Ed.) (2015). Contested sites in education: The quest for the public intellectual, identity and service. New York, NY: Peter Lang.
Ragoonaden, K. (2010). Comment les ordinateurs facilitent l'apprentissage d'une langue seconde. Recherche expérimentale sur la collaboration en ligne. Lewiston, NJ: Edwin Mellen Press.
CHAPTERS
Ragoonaden, K. (2020). The Common European Framework of Reference for Languages, the Intercultural Development Index, and Intercultural Communication Competence. In Management Association, I. (Eds.), Multicultural Instructional Design: Concepts, Methodologies, Tools, and Applications (pp. 605-625). IGI Global. http://doi:10.4018/978-1-5225-9279-2.ch028
Ragoonaden, K. (2020). Her Stories in Sarah Eaton & Amy Burns (Eds). Women negotiating life in the academy: A Canadian perspective (p25-32). Springer, Singapore.
Ragoonaden, K. (2020). Contemplating Mindfulness and Social Justice in Diversity Classrooms. In Ragoonaden, K. & Kitchen, J. (2019). Mindful and Relational Teacher Approaches to Social Justice, Equity and Diversity in Teacher Education. (p.31-43). Lanham, MD: Lexington Books. An Imprint of Rowman & Littlefield.
Beaudy, T., Kaiser, K., & Ragoonaden, K. (2020). Embedding Lived Indigenous Perspectives in Teacher Education: Co-constructing Mindful Pathways for Truth, Reconciliation and Social Justice. In Ragoonaden, K. & Kitchen, J. (2019). Mindful and Relational Teacher Approaches to Social Justice, Equity and Diversity in Teacher Education. (p. 99-113). Lanham, MD: Lexington Books. An Imprint of Rowman & Littlefield
Strong Mackaiau, A., Ching-Sze Wang, J., Ragoonaden, K., & Leng, Lu (2018). Empowering global P4C research and practice through self-study: The philosophy for children in Hawaii international journaling and self-study project. In M. Gregory, J. Hayes, & K. Murris (Eds.), The Routledge international handbook of philosophy for children, Section IX – Research directions and methods in philosophy for children. New York, NY: Routledge.
Ragoonaden, K. (2015). Mindful teaching and learning: Developing a pedagogy of well- being. In K. Ragoonaden (Ed.), Mindful teaching and learning: Developing a pedagogy of well-being. Lanham, MD: Lexington Books. An Imprint of Rowman Littlefield.
Ragoonaden, K. (2015). Mindful education and well-being. In K. Ragoonaden (Ed.). Mindful teaching and learning: Developing a pedagogy of well-being. Lanham, MD: Lexington Books. An Imprint of Rowman & Littlefield.
Ragoonaden, K. (2015). Setting the path towards emancipatory practices: Professor of teaching. In K. Ragoonaden (Ed.), Contested sites in education: The quest for the public intellectual, identity and service (pp. ). New York, NY: Peter Lang.
Ragoonaden, K. (2015). Ethical teacher educational dilemmas in a neo-liberal age. In K. Ragoonaden (Ed.), Contested sites in education: The quest for the public intellectual, identity and service (pp. ). New York, NY: Peter Lang.
Ragoonaden, K. (2014). Transformative praxis: Barry Kanpol and the quest for a public identity. In S. Totten & J. Pederson (Eds.), Educating about social issues in the 20th and 21st centuries: Critical pedagogues and their pedagogical theories. (Vol. 4, pp. 186-211). Charlotte, NC: Information Age Publishing.
Ragoonaden, K. (2014). Critical pedagogy and personal history. In L. Thomas (Ed.), Becoming teacher: Sites for teacher development in Canadian teacher education (pp. 393-415). E-book published by the Canadian Association for Teacher Education (CATE). Retrieved from: https://sites.google.com/site/cssecate/fall-working-conference.
ARTICLES
Ragoonaden, K., Macintyre Latta, M., Hanson, K., Draper, R. & Coble, J. (2020).Broadening, Burrowing, Storying and Re-storying Indigenous Narratives: A Holistic Exploration of an Arts Based Curricular Experience. Alberta Journal of Educational Research,
Makaiau Strong, A; Ragoonaden, K.; Leng, L; Mangram, C; Toyoda, M. (2019). The Handmaid’s Tale: Using Literature and Online Journaling to Facilitate a Self-Study of Feminist Identity in an International Research Collective Studying Teacher Education
Ragoonaden, K., Moralejo, L., & Kennedy, L. (2018). Critical Friendship and Inter-Faculty Collaborative Inquiry: Teacher Education and Nursing Education. In Education 24(1) 72-87.
Macintyre Latta, M., Cherkowski, S., Crichton, S., Klassen, W., & Ragoonaden, K. (2018). Investing in communities of scholar-practitioners. Teacher Learning and Professional Development. 2(1) 32 – 44.
Ragoonaden, K., & Mueller, L.(2017). Culturally responsive pedagogy in higher education: Indigenizing curriculum. Canadian Journal of Higher Education. 47(2), 22-46.
http://journals.sfu.ca/cjhe/index.php/cjhe/article/view/187963
Ragoonaden, K. (2017). smartEducation: Developing stress management and resiliency techniques. LEARNning Landscapes. 10 (2) 241-255.
http://www.learninglandscapes.ca/index.php/learnland/article/view/813
Ragoonaden, K. (2017). A Pedagogy of Well-Being: Introducing Mindfulness to First Year Access Students. Journal of Contemplative Inquiry 4(1) 1-28.
Macintyre Latta., M., Hanson, K., Ragoonaden, K., Briggs, W., & Middleton, T. (2017). Accessing the curricular play of critical and creative thinking. Canadian Journal of Education 4(3) 1-28.
Cherkowski, S. & Ragoonaden, K. (2016). Leadership for Diversity: Professional Development and Intercultural Competence. Teacher Learning and Professional Development. 1(1) pp 33-43.
http://journals.sfu.ca/tlpd/index.php/tlpd/issue/view/1/showToc
Kitchenham, A., Fraser, T., Pidgeon, M., & Ragoonaden, K. (2016). Aboriginal Education Enhancement Agreements: Complicated Conversations as Pathways to Success.BC Ministry of Education. Victoria: BC. Retrieved from: http://www2.gov.bc.ca/assets/gov/education/administration/kindergarten-to-grade-12/aboriginal-education/research/aeea_report.pdf
Ragoonaden, K. (2015). Professor of teaching: The quest for equity and parity. The Canadian Journal of Education. (38)3. 1-16.
Ragoonaden, K. (2015). Self-study of teacher education practices and critical pedagogy: The fifth moment in a teacher educator’s journey. Studying Teacher Education.
Ragoonaden, K., Sivia, A., & Baxan, V. (2015). Teaching for diversity in teacher education: Transformative frameworks. The Canadian Journal for the Scholarship of Teaching and Learning.
Ragoonaden, K. (in press). New age spirituality. In ___ (Ed.), The Sage encyclopedia of economics and society. Thousand Oaks, CA: Sage.
Ragoonaden, K., Garcia-Perez, G., & Campbell, R. (2014). English language learners and intercultural competence. Journal of New Horizons in Education, 4(1), 39-48.
Ragoonaden, K. & Ackhurst, J. (2013). Canadian ESL teacher in China: A stranger in a strange land. Citizenship, Social and Economic Education, 12(2), 22-35.
Ragoonaden, K. (2013). Baccalaureate education, pre-international. In Ainsworth, J. (Ed.), Sociology of education, (Vol. 1, pp.59-60). Thousand Oaks, CA: Sage. doi:10.4135/9781452276151.n31. Retrieved from: http://knowledge.sagepub.com/view/sociology-of-education/n32.xml?rskey=bsecnZ&row=1
Ragoonaden, K. (2013). Madagascar: Land of diversity. In Ainsworth, J. (Ed.), Sociology of education. (Vol. 1, pp. 444-445).Thousand Oaks, CA: Sage. doi:10.4135/9781452276151.n237. Retrieved from: http://knowledge.sagepub.com/view/sociology-of education/n239.xml?rskey=Gfcdh7&row=2.
Whiteley, R. & Ragoonaden, K. (2013). Phenomenology, existentialism and education. In Ainsworth, J. (Ed.), Sociology of education. (Vol. 2, pp. 577-579). Thousand Oaks, CA: Sage. doi:10.4135/9781452276151.n308. Retrieved from: http://knowledge.sagepub.com/view/sociology-of education/n310.xml?rskey=zzvn8o&row=1.
Ragoonaden, K. (2012). La compétence interculturelle et la formation initiale. Journal canadien de la linguistique appliquée. [Numéro Hors-Série]Tendances en enseignement des langues secondes et en formation des enseignant(es)/Canadian Journal of Applied Linguistics. [Special Issue] Trends in Second Language Teaching and Teacher Education, pp. 1-25.
Ragoonaden, K., Cherkowski, S. & Berg, S. (2012). New directions in daily physical activity: Integral education, yoga and physical literacy. Physical and Health Education Academic Journal, 4 (1), 1-16.
Ragoonaden, K., Berg, S., & Cherkowski, S. (2012). Yoga as a daily physical activity. Canadian Children, Spring 33, 1-5.
Ragoonaden, K. (2011). Une formation linguistique et interculturelle: le Cadre européen commun de référence pour les langues (CECR). Notos, Journal of the Second Languages and Intercultural Council (SLIC), 12 (1), 30-35.
Ragoonaden, K. (2010). Creating identity and culture in the great white north. Citizenship, Social and Economic Education, 9 (1) 14-22.
Ragoonaden, K., Cherkowski, S., Baptiste, M., & Després, B. (2009) Sntrusntm i7 captikwlh: Unravel the story, the Okanagan way. Alberta Journal of Educational Research, 55 (3), 382-396.
Ragoonaden, K. (2000) Collaborative learning and the internet. Educational Technology and Society, 3(3), 361-372.