Peer-Reviewed Journal Articles

Buttarazzi, G. F. (in press). “The heart of the Tao”—Autoethnographic explorations from contemplative reading sessions at a British university in China.

Watts, P., Bardi, J. N., Sookhoo, D., Muhammed, A., Edosomwan, E. M., Atkinson, S. J.-K., & Buttarazzi, G. F. (in press). Loneliness among higher education students: A mixed-methods systematic review of individual, social, and contextual factors. Review of Education.

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). 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. (2022). Slow down, you move too fast! Stillness is key to creativity and insight in higher education. The Arrow Journal, 9(1), 54–62. https://arrow-journal.org/slow-down-you-move-too-fast-stillness-is-key-to-creativity-and-insight-in-higher-education/

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 Educational Studies, 68(1), 61–78. https://doi.org/10.1080/00071005.2019.1581128

Books

Buttarazzi, G. F. (in press). Consciousness-centred education.

Book Chapters

Buttarazzi, G. F. (in press). Pedagogic integrity: The role that contemplative writing plays as a pedagogic practice in unearthing emergent creative ideas and fostering value congruence.

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). Springer. https://doi.org/10.1007/978-3-031-67543-0_10

Guest-Edited Special Issues

Buttarazzi, G. F. (Guest Ed.). (in press). Architects of future crafts: Reimagining higher education through holistic systems change in times of polycrisis [Special issue]. World Futures.

Editorials

Buttarazzi, G. F., & Kidd, W. (in press). Editorial: Contemplation and higher education. Patterns of Practice, 2(2).

Kidd, W., & Buttarazzi, G. F. (2026). Editorial: Making the case for innovation in higher education: How SoTL helps to critically explore what innovation is and what it is for. Patterns of Practice, 2(1).

Buttarazzi, G. F., & Kidd, W. (2026). Editorial: Making space for creativity in higher education through scholarship of teaching and learning perspectives. Patterns of Practice, 1(2), 122–128. https://doi.org/10.15123/x930-xh56

Kidd, W., & Buttarazzi, G. F. (2025). Editorial: Grappling with authenticity and higher education. Patterns of Practice, 1(1), 4–7. https://doi.org/10.15123/uel.8zz0w

Doctoral Research

Buttarazzi, G. F. (2019). The integration of self-inquiry meditation into higher education—Between philosophy and practice, beyond mindfulness, towards an embodied curriculum [Doctoral dissertation, University of Nottingham]. Research Nottingham. https://research.nottingham.edu.cn/en/studentTheses/the-integration-of-self-inquiry-meditation-into-higher-education-/

Scholarly Blog Posts

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 Educational Research Association. https://www.bera.ac.uk/blog/could-cross-education-sector-collaboration-around-scholarship-boost-educational-research-in-the-uk

Buttarazzi, G. F. (2020, November 5). Editorial: Uncharted terrain: Teaching and learning for times of uncertainty. British Educational Research Association. https://www.bera.ac.uk/blog-special-issues/unchartered-terrain-teaching-and-learning-in-higher-education-for-times-of-uncertainty

Buttarazzi, G. F., & Giampalma, L. (2020, November 5). Respecting the role of the physical body in teaching and learning. British Educational Research Association. 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 Educational Research Association. https://www.bera.ac.uk/blog/urgent-matters-of-insight-upholding-gaps-in-higher-education-research-teaching-and-learning-for-super-complexity

Open Educational Resources

Buttarazzi, G. F. (2026). Wild Garden: Self-study guide 1: Seeds. The Art of Integral Being®. https://www.theartofintegralbeing.org/wild-garden-self-study-guides

Buttarazzi, G. F. (2026). Wild Garden: Self-study guide 2: Roots. The Art of Integral Being®. https://www.theartofintegralbeing.org/wild-garden-self-study-guides

Buttarazzi, G. F. (2026). Wild Garden: Self-study guide 3: Branches. The Art of Integral Being®. https://www.theartofintegralbeing.org/wild-garden-self-study-guides

Buttarazzi, G. F. (2026). Wild Garden: Self-study guide 4: Fruits and Flowers. The Art of Integral Being®. https://www.theartofintegralbeing.org/wild-garden-self-study-guides

Buttarazzi, G. F. (2026). Wild Garden: Self-study guide 5: Harvest. The Art of Integral Being®. https://www.theartofintegralbeing.org/wild-garden-self-study-guides

Research Featured in Other Books

MacPherson, S., & Rockman, P. (2023). Mindfulness-based teaching and learning: Preparing mindful specialists in education and clinical care. Routledge. https://www.routledge.com/Mindfulness-Based-Teaching-and-Learning-Preparing-Mindfulness-Specialists-in-Education-and-Clinical-Care/MacPherson-Rockman/p/book/9781032018928

Features Buttarazzi's doctoral research on the integration of self-inquiry meditation into higher education.

Works in Progress

Buttarazzi, G. F. An A-Z of consciousness-centred education.

Buttarazzi, G. F. Remembering who we are and why we are here: Nine guiding principles for future lifelong learning.

Buttarazzi, G. F., & Sinha, S. A thousand names for God: Discernment, belief and invisible knowledge.

Buttarazzi, G. F. Collective futures require collective epistemologies: Retrieving the buried “we” in education through ancestral knowledge, intersubjectivity and integral theory.

Long, B., Dineva, S., Buttarazzi, G. F., & Makondo, R. Measuring the impact of an eight-week music therapy programme for primary school teachers in North London on burnout, flow, and recovery experiences.

Selected manuscripts currently in development for publication.