Advancing Criticality: Mindful Anti-Oppression Pedagogy in Higher Education Classrooms (Poster 6)

• In Event: AERA Poster Session Wednesday 10:50 a.m.
  In Poster Session: Advancing Mindful Anti-Oppression, Youth Engagement, and Visual Identity in Higher Education and Beyond

Abstract

This paper describes an emerging multi-method inquiry into the ways in which undergraduate students conceptualize and describe their experiences with contemplative practice incorporated into a sociology of body curriculum. Berila’s (2015) mindful anti-oppression pedagogy framework is used to identify the ways overlaying mindfulness practices with thorny discussions influence students’ critical learning. I explore how taking pause to turn inward can assist the processing of complex power dynamics, challenge hegemony, and disrupt the embodiment of oppressive ideologies. Through surveys, critical multimodal arts-based projects, and interviews, I find promising practice in mindfulness as a pedagogical tool that promotes compassion and interconnection to support students in this work. This study offers insight for faculty and campus programs seeking to forward social justice education.

Author

• Rachael Horn Langford, San Diego State University