Mindfulness in Multicultural Education: Accepting Responsibility for Teaching Undergraduates Self-Centering for Social Justice

• In Event: Equity, Justice, and Institutional Practice

Abstract

This session explores mindfulness as a wholeness approach for undergraduates to engage in Multicultural Education and be empowered in social justice learning around challenging topics. Research questions are: 1)What are the aspects to learning multiculturalism that are supported by mindfulness as a wholeness approach?; 2) How does mindfulness help students learn about multiculturalism? With grounded theory, students’ perspectives are analyzed for how mindfulness supports their learning in the class by analyzing their reflection assignments. Wholeness approaches including cognitive, emotional, spiritual, and physical/body aspects of learning were the focus of analyses. Findings show that Multicultural Education students responded positively to mindfulness as supporting emotional aspects, spiritual connectedness, understanding content, and physiological aspects to learning.

Authors

• Raisa Blazquez, The Learning Partnership

• Kathryn Esther Mcintosh, Oregon State University

• Marcos Viveros, Oregon State University

• Freddy León, Oregon State University

• Faran Saeed, Oregon State University