A Race-Visible Review of Research on Mindfulness in Classrooms‬

• In Event: 58.083 - Roundtable Session 26
  In Roundtable Session: 58.083-6 - Cultural Praxis as Transformative Pedagogy

Abstract

Through a systematic literature review, the author explores some of the problematic implications to be considered as part of contemporary school-based mindfulness and social emotional programs. The literature is appraised from two perspectives; the locus of an educator working in schools with concern for teacher burnout, and as a white teacher attentive to implications attached to privileged discourses and pedagogies in the literature. Both points of view are integrated to provide an overarching analysis that considers the colonially mediated dynamics transferred through the structure and implementation of mindful initiatives and its corresponding research. The study underscores the need for a deeper discussion, as well race-visible examinations, of how contemplative mediations in schools can be taken up with care.

Author

• Jennifer Catherine Dauphinais, Teachers College, Columbia University