Stacey Bliss is a doctoral candidate in the Faculty of Education at York University. She has been an educator in Canada, Japan, Korea and Croatia. In an effort to better understand the relationship between well-being of self and interconnection with others, what Thich Nhat Hanh (1998) refers to as interbeing, her dissertation research focuses on educators yoga and meditation-based programs across cultures in the following locations: Santiago, Chile; Toronto, Canada, Guangzhou, China; and Amritsar, India. Focusing on educators’ micro-level networks of relationships in their classroom and personal environments, Stacey observes how mindfulness is conceptualized and communicated by the educators. Her primary research question is: how can mindfulness be understood as socially situated literacy, and what role can mindfulness practices play in transforming knowledge of individualized selves into interconnectedness with others?
Her areas of interest include Levinasian philosophy, possibilities in conceptualizing contemplative literacies, silence and sound in meditative practices, as well as the (un)welcoming of otherness in children’s literature. Her article in Childhood Education explores curiosity and experience of shunyata (emptiness) for educators of young children.
When Stacey is not doing research, writing or teaching, you will find her learning about Gurmukhi mantra, playing the Symphonic Gong, or perusing the AGO.
Keywords: Cross-cultural ethnography; Levinasian philosophy; contemplative education; possibilities in conceptualizing contemplative literacies; silence and sound in meditative practices