Bodily Contraction Arises with Dukkha: Embodied Learning to Foster Racial Healing
Religions December 23, 2021 DOI: 10.3390/rel12121108 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Theoretical or philosophical paper Peer reviewed |
|---|---|
| Topics | Meditation |
| Keywords | Embodiment Embodied learning Trauma Racism Resmaa menakem |
| Key points | Argues that anti-racist education's focus on cognition has failed because racism is embodied, and proposes that teaching should similarly cultivate body awareness; introduces an embodied exercise for recognizing dukkha to help students act more skillfully. |
Abstract
Black somatic therapist Resmaa Menakem has persuasively argued that racism exist in our bodies more than our heads and that racial healing requires learning to become mindful of our embodied states. The reason that racism remains prevalent despite decades of anti-racist education and the work of diversity and inclusion programs, according to Menakem, is that racist reactions that shun, harm, and kill black bodies are programmed into white, black, and police bodies. The first step in racial healing, from this point of view, is to shift the focus from cognitive solutions to an embodied solution, namely, embodied composure in the face of stressful situations that enables everyone to act more skillfully. Similar to how racial healing has been hampered by a misguided overemphasis on cognitive interventions, might our teaching be analogously encumbered by lack of attention to the bodies of teacher and students? In this article, I emphasize the value of cultivating body awareness in the classroom. I introduce an embodied exercise that teaches students to recognize embodied clues of the experience of dukkha, the first āryasatya. Through such exercises, students take a step towards acting more skillfully and intentionally in stressful situations.