Holding Space for Self and Others: Mindful Engagement Through the Arts

• In Event: Mindfulness, Self-Care and (Re)Imagination in Higher Education: Practices, Perspectives, and Processes?

Abstract

The academic culture has increasingly become more demanding and stressful as cuts to faculty, hiring freezes and larger class sizes dominate. There is an increase in student mental health issues that consequently impact on our teaching and learning spaces (Delay & Martin, 2015). We are expected to do more with less. An academic culture of collaboration, collegiality and care is challenging, creating disequilibrium, competitiveness and a disconnect in our professional and personal lives. Well-being initiatives often focus on the individual, rather than on the relational connections that are restorative and interconnective (Berg and Seeber 2016; Jordan, Richardson, Fischer, Bickel & Walsh, 2016). Parker J. Palmer (2014) asks, “What does it mean to deepen the academic culture” (p. viii)? I offer the question, “What does it mean to engage creatively and imaginatively in the academic world to bring balance to our everyday?

This presentation shares how opening mindful spaces through the arts, not only brings balance to the everyday but allows for a holistic way of being in the world. As an artist/teacher/researcher (Irwin & Ricketts, 2013) I invite ways of knowing in how we can live our everyday authentically in, with, and through the arts and how this informs our relational interconnections with others. Walsh, Bickel and Leggo (2015) discuss how the intersection of contemplation and the arts allow for the convergence of what is possible and deepens ways of being in the moment. Creative engagement allows for being present and what Greene (1978) calls “wide-awakedness” and Irwin (2004) describes as “becoming”.

A multimodal bricolage of collage, painting, photographs, drawing and visual journaling documents the reflexive process of image and text, musings and challenges. This “gathering of experiential material” (Van Manen, 2001, p. 63) and visual narrative (drawing on autobiographical narrative, see Clandinin, 2013) is emergent and interpretative.

Moments of creativity where we hold artistic mindful space for ourselves embodies a way of being in the world. Being present connects us to our bodies, our breath and emotional landscape, aligning imagination and thought (Nigh, 2014; Snowber, 2016). Embracing a balance and harmony between mind, body and soul (Miller, 2007) allows us to interconnect with others in collegial, supportive and caring ways. The silos of individualism can be replaced with a collaborative synergistic spirit. Colalillo- Kates (2017) discusses how creative approaches inspire deep personal insight and learning.

Author 1, (2016) suggests that it is the confluence of spirit and art that brings mutual understanding and places self within the larger community. Affording mindful spaces through the arts embraces the need for holding space for both self and authentic engagement with others. This presentation contributes to a growing discussion in higher education about (re)imagining relationships and how collegiality, collaboration and what I would call kindness in our professional practices is shared.

Author

• Marni Binder, Ryerson University