教育经历：
2015-2019 英国诺丁汉大学 高等教育与沉思研究 教育学博士
2012-2014 英国巴斯大学 教育学文学硕士
2012-2013 英国伦敦三一学院 对外英语教学教师资格证
2002-2006 英国华威大学 英语文学与电影研究 文学学士
2004 英国剑桥大学ESOL考试中心 英语语言教师资格证
工作经历：
2020-2025 英国东伦敦大学卓越教学中心 高级讲师
2013-2019 宁波诺丁汉大学 英语语言与教育中心 国际传播（大一课程）主任
2004-2013 墨西哥、日本、英国、西班牙、意大利 成人及高等教育教师（教授成人读写、对外英语教学、学术英语、学术写作与研究技能等）
研究方向：
沉思教育与实践、批判性主体探究/教学法、课程开发、创造力、意识与福祉的关联、教与学学术、教育研究伦理、具身认知、整体灵性
出版物：
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
