Kimberley Smaniotto - Holmes
Positions
Adjunct Assistant Professor
Werklund School of Education, Specialization, Curriculum and Learning
Affiliations
Associate Member Hotchkiss Brain Institute
Hotchkiss Brain Institute, Mathison Centre for Mental Health Research and Education
Contact information
Background
Educational Background
Ph.D Curriculum, Teaching and Learning, University of Calgary , 2015
M.A Organizational Learning and Leadership, Royal Roads University , 2000
B.Ed Bachelor of Education -Secondary English , University of Calgary , 1990
Biography
Dr. Holmes has been a public and private school educator at various levels and subject areas since convocation with a Bachelor of Education in 1990. In 2000, she completed her MA (Honors) exploring the link between literature, creativity, and leadership development in conjunction with the Banff Center of Management. Her PhD at the University of Calgary explored the role of mindfulness in curriculum, teaching and learning and was the recipient of the CATE (2016) award for her contribution to teacher education. From 1997 to the present Dr. Holmes served as an English educator, Curriculum Leader, and Alberta Initiative for School Improvement Learning Leader with the Calgary Board of Education. From 1991-1997 she worked in private education at Rundle College teaching English and Drama. In 2020, Dr. Holmes joined the Werklund School of Education at the University of Calgary as an adjunct assistant professor and sessional instructor.
Projects
Dr. Holmes is interested in mindful pedagogy, educational neuroscience, story work and holistic well-being. Her research interests are language and literacy, story work and embodiment, narrative and poetic inquiry, inclusive education and critical pedagogy. Of specific interest is the nexus between mindfulness and interdisciplinary literacy development and how that interplay impacts holistic well being. She is also interested in neurodiversity and the implications of effective teaching and learning with regard to learner profile and curricular design. She developed a model for teacher education exploring the interconnections between mindfulness, educational neuroscience, story work and system complexity while authoring her doctoral thesis. Her focus is on what does it mean to be fully human in our educational environments with careful consideration of humanizing pedagogy to create communities of compassion, inclusion and care.
Awards
- Teacher Education Dissertation Award, Canadian Association of Teacher Education . 2016
- Three minute thesis gold and people's choice award, University of Calgary . 2015
- Student Union Excellence in Teaching Finalist, University of Calgary. 2015
- Annette LeGrange Doctoral Scholarship, University of Calgary. 2013
- Alberta Excellence in Teaching Award, Alberta Education . 1999
More Information
Publications
Books
Holmes, K. & Leggo, C. (2020) The Spaces in Between – A Poetic duo-ethnographic exploration of living well in curriculum studies, learning and life. New York, NY. DIO Press Inc. https://www.amazon.ca/Spaces-Between-Poetic-duo-ethnographical- Exploration/dp/164504047X
Peer Reviewed Chapters
Holmes, K. (2022) Re-Awakening the Heart. In E. Lyle (Ed) Rehumanizing Education. The Netherlands: Brill Publishing
Holmes, K. & Leggo, C. (2020) Places of the Heart. In E. Lyle (Ed.), Identity Landscapes: Contemplating Place and the Construction of Self. The Netherlands: Brill Sense.
Lund, D.L., with Grain K., Hanson A., Holmes, K., Scott, D., & Sitter, K. (2016) Exploring duo ethnography in graduate research courses. In J. Norris & R.D Sawyer (Eds.), Theorizing curriculum studies, teacher education and research through duo ethnographic pedagogy. New Your, NY: Palgrave MacMillan
Peer Reviewed Journals
Smaniotto- Holmes, K. (2024). Learning, Breathing, and Well-Being: Resiliency and Yoga—Contemplations on the Neuroscientific Connection to Curriculum, Teaching, and Learning. Interchange. https://doi.org/10.1007/s10780-024-09520-3
Holmes, K. (2020) Ruminations and Reflections on Fear. International Journal of Fear Studies. Volume 2(2) https://prism.ucalgary.ca/handle/1880/112448
Holmes, K. (2019) Neuroscience, Mindfulness and Holistic Wellness- Reflections on Interconnectivity in Teaching and Learning. Interchange: A quarterly review in Education. http://www.springer.com/-/9/AU3vDnEXxIV6JZQW5J5i
Holmes K. & Sealock, K. (2019) Storytelling as a portal to deeper wisdom in the curriculum studies of Education and Nursing. Emerald Qualitative Research Journal. https://www.emeraldinsight.com/doi/full/10.1108/QRJ-D-18-00023
Holmes, K. (2017) Mindfulness as a practice of professional Life. A reflective learning journey with second year teachers. Journal of Educational Thought. https://journalhosting.ucalgary.ca/index.php/jet/article/view/44296
Holmes, K. (2015) Poetic Auto-ethnographical reflections on the role of mindfulness in curriculum and learning. Creative Approaches to Research. 8(3). http//aqr.org.au/publications/creative-approaches-to-research/
Holmes, K. & Bearance, D. (2015) Ontology through a mindful process. Interchange: A quarterly review Education. 46(2) 143-152. http://www.springer.com/-/9/AU3vDnEXxIV6JZQW5J5i
Holmes, K. (2015) An auto ethnographical reflection on teaching and learning in the Undergraduate Education program. Creative Approaches to Research 8(2). http://aqr.org.au/publications/creative-approaches-to-research/
Holmes, K. (2014) Becoming the Teacher: An auto-ethnographical reflection in poetry and prose. Journal of Educational Thought. 47(3). 170-188. https://journalhosting.ucalgary.ca/index.php/jet/article/view/52176
Holmes, K. (2014) Synthesis: A poetic exploration of the integral model investigating the interconnected strands of our educational landscapes. Special Issue: [Practices of Poetic Inquiry] in education, 20(2), 121-134. http://ineducation.ca/ineducation/article/view/175/678
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