Education Background:
2015-2019 EdD in Higher Education and Contemplative Studies, University of Nottingham, UK
2012-2014 MA in Education, University of Bath, UK
2012-2013 Licentiate Diploma in TESOL, Trinity College London, UK
2002-2006 BA in English Literature and Film Studies, University of Warwick, UK
2004 CELTA, Cambridge ESOL Examinations, UK
Previous Employment:
2020 – 2025 Senior Lecturer, Centre for Excellence in Learning and Teaching, University of East London, UK
2013–2019 International Communications First-Year Programme Leader, Centre for English Language and Education, University of Nottingham Ningbo China, China
2004–2013 Various adult and higher education teaching posts in Adult Literacy and ESOL, EFL, English for Academic Purposes (EAP), and Academic Writing and Research Skills in Mexico, Japan, the UK, Spain and Italy.
Research interests:
Contemplative education and practice; critical first-person inquiry/pedagogies; curriculum development; the relationship between creativity, consciousness and wellbeing; the Scholarship of Teaching and Learning (SoTL), education research ethics, embodied knowledge, integral spirituality.
Publications（Selected）:
Kidd, W., Buttarazzi, G. F., & Moya, M. (2025, August 13). Could cross-sector collaboration in education around ‘scholarship’ boost educational research in the UK? British Education Research Association (BERA) Bites. https://www.bera.ac.uk/blog/could-cross-education-sector-collaboration-around-scholarship-boost-educational-research-in-the-uk
Buttarazzi, G. F., & Sinha, S. (2025). Hidden in plain sight? Sustained attention is the root of educational and spiritual practice. Cogent Education, 12(1). 1-20. https://doi.org/10.1080/2331186X.2025.2535884
Buttarazzi, G. F., & Kidd, W. (2025). Editorial: Grappling with Authenticity and Higher Education. Patterns of Practice, 1(1). 4-7. https://doi.org/10.15123/uel.8zz0w
Kidd, W., & Buttarazzi, G. F. (2025). Exploring Patterns of Practice: Reflecting on the purpose and ambition of a new international Scholarship of Teaching and Learning journal in the UK. Patterns of Practice, 1(1). 8-24. https://doi.org/10.15123/uel.8zz0x
Buttarazzi, G. F. (2024). China, internationalized higher education, and an integral approach: Inclusive practice through the creation and implementation of a staff yoga program. Race and Yoga, 8(1). 11-19. https://doi.org/10.5070/R38163708
Buttarazzi, G. F. (2024). Lessons from classical yoga traditions on the cultivation of the heart-mind. In K. Waddington & B. Bonaparte (Eds.), Developing Pedagogies of Compassion in Higher Education: A Practice First Approach (pp. 175-196). London: Springer. https://doi.org/10.1007/978-3-031-67543-0_10
Buttarazzi, G. F. (2022). Slow down, you move too fast! Stillness is key to creativity and insight in higher education. Rest & Creativity [Special issue]. The Arrow Journal, 9(1). 54-62.
Buttarazzi, G. F., & Giampalma, L. (2020, November 5). Respecting the role of the physical body in teaching and learning. British Education Research Association (BERA) Bites. https://www.bera.ac.uk/blog/respecting-the-role-of-the-physical-body-in-teaching-and-learning
Buttarazzi, G. F. (2020, November 5). Urgent matters of insight—Upholding gaps in higher education research, teaching and learning for super-complexity. British Education Research Association (BERA) Bites. https://www.bera.ac.uk/blog/urgent-matters-of-insight-upholding-gaps-in-higher-education-research-teaching-and-learning-for-super-complexity
Buttarazzi, G. F. (2020, November 5). Editorial: Uncharted terrain: Teaching and learning for times of uncertainty. British Education Research Association (BERA) Bites. https://www.bera.ac.uk/blog-special-issues/unchartered-terrain-teaching-and-learning-in-higher-education-for-times-of-uncertainty
Sellman, E. M., & Buttarazzi, G. F. (2020). Adding lemon juice to poison—Raising critical questions about the oxymoronic nature of mindfulness in education and its future direction. British Journal of Education Studies, 68(1). 61-78. https://doi.org/10.1080/00071005.2019.1581128
Buttarazzi, G. F. (2020). The integration of self-inquiry meditation into higher education pedagogy and curriculum—Between philosophy and practice, beyond mindfulness, towards an embodied curriculum. (Publication No. 60008). [Doctoral Thesis, University of Nottingham]. Nottingham ePrints. https://eprints.nottingham.ac.uk/id/eprint/60008
