A photo of Jackie Seidel reading poetry at the People's Poetry Festival in Calgary, Alberta, Canada (September 2019)

Dr. Jackie Seidel

PhD, MA
Pronouns: She/Her

Positions

Associate Professor

Werklund School of Education, Specialization, Curriculum and Learning

Contact information

Email

jlseidel@ucalgary.ca

Phone number

Office: 403.220.6297

Location

Office: EDT732

Background

Credentials

Mindfulness Based Stress Reduction (MBSR) facilitator, Centre for Mindfulness Studies (Toronto), 2022

Educational Background

Doctor of Philosophy Education, University of Alberta, 2007

M.A. Education, University of British Columbia, 1999

Bachelor of Education University of Calgary, 1991

Biography

Dr. Jackie Seidel joined the Faculty of Education in 2008 and was the Director of Field Experience Curriculum from 2011-2013. Jackie’s interdisciplinary scholarship focuses on the existential meanings of ecological crisis and biodiversity breakdown for pedagogy and curriculum. She is a Mindfulness Based Stress Reduction (MBSR) facilitator certified through the Centre for Mindfulness Studies (Toronto). 

 

Research

Areas of Research

Interests:

Jackie’s interdisciplinary scholarship focuses on the existential meanings of ecological crisis and biodiversity breakdown for pedagogy and curriculum. She is passionate about the ‘eco’ disciplines including ecopsychology and ecofeminism. She studies widely across the Social Sciences and Humanities, including nuclear studies, petrocultures, energy transitions, bio(cultural)diversity crisis, ecological philosophies, and poetry, fiction, and film to inform both her scholarship and teaching. She focuses on interpretive methodologies including creative non-fiction, poetic inquiry, arts-based, and research-creation. Her forthcoming publication is a collaboration with teachers about experiences participating in climate strikes in the contemporary and threatening Alberta petroculture context.

  • Climate Emergency and Curriculum
  • Contemplative Pedagogies
  • Ecopsychology
  • Ecofeminism 
  • Ecopedagogy
  • Nuclear Studies
  • Curriculum studies

Participation in university strategic initiatives

Brain and mental health

Child health and wellness

Human dynamics in a changing world

Courses

Course number Course title Semester
EDUC 314 Mindfulness and Wellbeing in Post-Secondary Spring 2022

Projects

Bigfoot, Buffalo, and Bumbles: The Jason Kenney Poetry Project

An ongoing research-creation and arts-based public engagement project collaboration with Dr. Darlene St.Georges (University of Lethbridge). Creation thus far includes a found poetry/art documentary book and zine focused on Alberta politics between 2019 and 2021, opening the People's Poetry Festival in Calgary in 2021, an invited public arts/poetry creation workshop at the People's Poetry Festival (2021), a Twitter account, a website, and interviews/conversations on two popular Alberta political podcasts:

 

 

 

Awards

  • NOMINATION - U of C SU teaching award, University of Calgary Students' Union. 2019
  • CACS Outstanding Publication in Canadian Curriculum Studies, 2014
  • University of Calgary Students' Union Teaching Excellence Award (honourable mention), 2011
  • University of Calgary Students' Union Teaching Excellence Award, 2010
  • Graduate Student Undergraduate Teaching Award, University of Alberta (Faculty of Graduate Studies/Faculty of Education), 2003
  • Honorary Member , Education Students’ Association (ESA). 2021

Publications

  • My Enemies. Seidel, J. Alberta Views. 22. (2021)
  • Life. Frayed. Seidel, J. JCT: Journal of Curriculum Theorizing. (2019)
  • Thinking together: A duoethnographic inquiry into the implementation of a field experience curriculum. Seidel, J., Hill, L. In Education. (2015)
  • Meditations on contemplative pedagogy as sanctuary. Seidel, J. Journal of Contemplative Inquiry, 1(1). 141-147. (2014)
  • Knitting as metaphor for work: An institutional autoethnography to surface tensions of visibility and invisibility in the neoliberal academy. Jubas, K., & Seidel, J. Journal of Contemporary Ethnography. (2014)
  • The paperwhite’s lesson plan. Seidel, J. Undivided: The Online Journal of Nonduality and Psychology, 1(3). n.p. (2012)
  • Professional development in a time of mass migration. Seidel, J. & MacPherson, S. Diaspora, Indigenous and Minority Education. 5(4), 219-221. (2011)
  • Picture books for engaging peace and social justice with children. Seidel, J. & Rokne, A. Diaspora, Indigenous, and Minority Education. 5(4), 245-259. (2011)
  • The real magic of Harry Potter. Seidel, J. Alberta Voices. 9(2), 5-10. (2011)
  • Some thoughts on teaching as contemplative practice. Seidel, J. Teachers College Record. 108(9), 1901-1914. (2006)
  • Reading our bodies in young adult literature. (Paper selected to be reprinted from the original internet e-journal 2000 edition). Seidel, J. Language and Literacy: a Canadian Educational Journal. Special Print Edition. May 2006, 90-99. (2006)
  • For J: How you taught us. And; Conversation. Seidel, J. JCT: Journal of Curriculum Theorizing. 20(2), 39 and 97. (2004)
  • Reading the Stones. Seidel, J. Canadian Journal of Environmental Education. 5(1). 178-185. (2000)
  • Reading our bodies in young adult literature. Seidel, J. Language and Literacy, 2(2), Winter. (2000)
  • Home for the Holidays. Seidel, J. English Quarterly. 32(1&2), 42-43. (2000)
  • Falling in: Re-reading “Tuck Everlasting.” . Seidel, J. English Quarterly. 32(3&4), 3-22. (2000)
  • Field Trip Curriculum. Seidel, J. JCT: Journal of Curriculum Theorizing. 15(4), 155-156. (1999)
  • The Radical Pedagogy of Climate Striking in a Petroculture. Seidel, J., Anees, S., Blackmore, E., Mackenzie, K. (under review). In A.M. Phelan and W.F. Pinar (Eds.). Curriculum Studies in Canada: Present Preoccupations. University of Toronto Press. (2022)
  • Post-Concussion Syndrome, or; The impacts of protest. Seidel, J. In Y. Blomber (Ed.), Sweet Water: Poems for the Watersheds. Halfmoon Bay, BC: Caitlin Press . (2021)
  • This branch is an E: Conversations about a curriculum for earthlings. Seidel, J. & Westlund, S. In A. S. Gkiolmas & C. S. Skordoulis (Eds.), Towards Critical Environmental Education: Where are we now? Current and Future Perspectives. New York, NY: Springer. (2020)
  • Some little period pieces: or, how my period, that I hid from my mother, went missing. Seidel, J. In R. Deerchild, A. Gorden, & T. MacDonald (Eds.), GUSH: Menstrual manifestos for our times. Calgary, AB: Frontenac House. (2018)
  • Curriculum grammar for the Anthropocene. Seidel, J. In E. Hasebe-Ludt and C. Leggo (Eds.), Canadian curriculum studies: A métissage of inspiration/imagination/interconnection. Toronto, ON: Canadian Scholars’ Press . (2018)
  • Curriculum lessons from ecopsychology. Seidel, J. In jagodzinski, j., (Ed.), The precarious future of education: Risk and uncertainty in ecology, curriculum, learning, and technology. New York, NY: Palgrave Macmillan US. 53-69. (2017)
  • Poetic inquiry as unknowing. Seidel, J. In L. Butler-Kisber, J. J. Guiney Yallop, M. Steward, & S. Wiebe (Eds.), Resonance: Poetic inquiries of reflection and renewal. Lunenburg, NS: MacIntyre Purcell Publishing Inc. 153-161. (2017)
  • After oil. Edmonton, AB: Petrocultures Research Group. (2016)
  • The ecological heart of teaching: Radical tales of refuge and renewal for classrooms and communities. Seidel, J., & Jardine, D. W. (Eds.). New York, NY: Peter Lang. (2016)
  • Ecological pedagogy, Buddhist pedagogy, hermeneutic pedagogy: Experiments in a curriculum for miracles. Seidel, J., & Jardine, D. W. New York, NY: Peter Lang. (2014)
  • A curriculum for miracles. Seidel, J. In Chambers, C., Hasebe-Ludt, E., Leggo, C. & Sinner, A., eds. A Heart of Wisdom: Life Writing as Empathetic Inquiry. New York, NY: Peter Lang. (2012)
  • Wabi Sabi and the pedagogical countenance of names. Seidel, J & Jardine, D. In N. Ng-a-Fook & J. Rottmann, J. (Eds.), Reconsidering Canadian curriculum studies: Provoking historical, present, and future perspectives. New York: Palgrave Macmillan. (2012)
  • Winners. Seidel, J. In M. Moll (Ed.), Passing the test: The failed promises of standardized testing. Toronto, ON: The Canadian Centre for Policy Alternatives. 172. (2004)

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