Walking Towards Wisdom and Wholeness: Contemplative Education and Punjabi Gang Narratives

Contemplative education can counteract the fragmenting effects of the Eurocentric British Columbia K-12 system and help cultivate wise, whole human beings. The article draws on the experiences of B.C. Punjabi male students subjected to harmful gang narratives that current educational approaches leave unaddressed. It argues that bringing attention to this issue allows alternate paradigms to flourish through contemplative approaches, supporting not only Punjabi males but also other marginalized students facing similar hegemonic discourses. The article proceeds in three parts: a positionality vignette, an analysis of Punjabi gang narratives and the education system's inadequacies, and specific contemplative pedagogical approaches and classroom activities for holistic growth. It concludes with a call to action for educators to incorporate contemplative education to advance equity and social justice.

Study at a glance

Abstract

In this article, I examine how contemplative approaches to education can address the fragmenting nature of the Eurocentric British Columbia (B.C.) K-12 education system and allow for the cultivation of wise and whole human beings. More specifically, I draw upon the experiences of B.C. Punjabi male students who have been subjected to deeply harmful and oppressive gang narratives that have been left unaddressed by current educational approaches. Bringing attention to this issue can allow for alternate paradigms to flourish through contemplative approaches to education that would not only support Punjabi males but also support other marginalized students who find themselves subjected to similar hegemonic discourses. This article proceeds in three parts. I begin by inviting you to walk alongside me as I share a vignette that is connected to my own positionality as a Punjabi male as well as the experiences of my Punjabi male students. This vignette is one that was written in the hope of creating new possibilities for students to become wise, whole, and flourish within the classroom through contemplative education. Next, this article uncovers the multidimensional aspects of Punjabi gang narratives and the ways in which our current education system inadequately addresses these narratives by preventing students from experiencing peace and healing while denying them opportunities to pursue wisdom and wholeness. The third section of this article focuses on the different ways in which contemplative education can support Punjabi male youth in resisting Punjabi gang narratives and becoming whole. It offers specific contemplative pedagogical approaches and classroom activities that can support all learners in their holistic growth. I conclude this article with a call to action for educators to recognize the need for contemplative education in contemporary schooling and to incorporate it in a way that not only supports Punjabi male youth but also advances equity and social justice for all learners.