Jackie Seidel

Assistant Professor


University of Alberta


University of British Columbia


University of Calgary

Contact information


Office: 403.220.6297

Research and Scholarly Activity

Research areas

  • Contemplative pedagogy
  • Ecopedagogy
  • Curriculum studies


Professional & Community Affiliations

  • Association for Contemplative Mind in Higher Education


Dr. Jackie Seidel joined the Faculty of Education in 2008 and was the Director of Field Experience Curriculum from 2011-2013. She began teaching in 1991 with the Calgary Board of Education. She has an MA from the University of British Columbia in Language and Literacy Education (1999), and a PhD from the Department of Secondary Education at the University of Alberta (2007). 


  • Seidel, J. (in press, forthcoming 2018). Some little period pieces: or, how my period, that I hid from my mother, went missing. In R. Deerchild, A. Gorden, & T. MacDonald (Eds.), GUSH: Menstrual manifestos for our times. Calgary, AB: Frontenac House.
  • Seidel, J. (in press, forthcoming 2018). Curriculum grammar for the Anthropocene. In E. Hasebe-Ludt and C. Leggo (Eds.), Canadian curriculum studies: A métissage of inspiration/imagination/interconnection. Toronto, ON: Canadian Scholars’ Press. 
  • Seidel, J. (2017). Curriculum lessons from ecopsychology. In jagodzinski, j., (Ed.), The Precarious Future of Education. New York, NYPalgrave Macmillan.
  • Seidel, J. (2017). Poetic inquiry as unknowing. In L. Butler-Kisber, J. J. Guiney Yallop, M. Steward, & S. Wiebe  (Eds.), Resonance: Poetic inquiries of reflection and renewal (pp. 153-161). Lunenburg, NS: MacIntyre Purcell Publishing Inc. 
  • Petrocultures Research Group. (2016). After oil. Edmonton, AB: Petrocultures Research Group. 
  • Seidel, J. & Jardine, D.W. (2016). The ecological heart of teaching: Radical tales of refuge and renewal for classrooms and community. New York, NY: Peter Lang. 
  • Seidel, J., & Hill, L. (2015). Thinking together: A duoethnographic inquiry into the implementation of a field experience curriculum. In Education.
  • Seidel, J., & Jardine, D. W. (2014). Ecological pedagogy, Buddhist pedagogy, hermeneutic pedagogy: Experiments in a curriculum for miracles. New York, NY: Peter Lang.
  • Seidel, J. (2014). Meditations on contemplative pedagogy as sanctuary. Journal of Contemplative Inquiry, 1(1). 141-147
  • Jubas, K., & Seidel, J. (2014). Knitting as metaphor for work: An institutional autoethnography to surface tensions of visibility and invisibility in the neoliberal academy.  Journal of Contemporary Ethnography. doi: 10.1177/0891241614550200
  • Seidel, J (2012). A curriculum for miracles. 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.
  • Seidel, J & Jardine, D. (2012). Wabi Sabi and the pedagogical countenance of names. In N. Ng-a-Fook & J. Rottmann, J. (Eds.), Reconsidering Canadian curriculum studies: Provoking historical, present, and future perspectives. New York: Palgrave Macmillan.
  • Seidel, J. (2012). The paperwhite’s lesson plan. Undivided: The Online Journal of Nonduality and Psychology, 1(3). n.p.  http://undividedjournal.com
  • Seidel, J. & Rokne, A. (2011). Picture books for engaging peace and social justice with children. Diaspora, Indigenous, and Minority Education, 5(4), 245-259.
  • Seidel, J. (2011). The real magic of Harry Potter. Alberta Voices, 9(2), 5-10.


2014 Canadian Association for Curriculum Studies (CACS) Outstanding Publication in Canadian Curriculum Studies Award for:

  • Seidel, J. (2014). Losing Wonder: Thoughts on Nature, Mortality, Education. In J. Seidel & D. Jardine (Eds.), Ecological pedagogy,   Buddhist pedagogy, hermeneutic pedagogy: Experiments in a Curriculum for Miracles (pp. 133-152). New York, NY: Peter Lang.