Critiques and Challenges of Mindful Anti-Oppression Pedagogy
Beth Berila
Routledge eBooks October 13, 2023 DOI: 10.4324/9781003193272-6 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Theoretical or philosophical paper Peer reviewed |
|---|---|
| Key points | Argues that criticisms of contemplative and mindfulness practices—cultural appropriation, spiritual bypassing, accessibility, and the secular/religious debate—are valid and especially pertinent to Anti-Oppression courses, which the author proposes are fertile settings for examining them. Such examination, the chapter contends, develops students' critical skills for navigating positionality and the ethics of engaging practices, and it offers trauma-informed guidance for handling complex student responses. |
Abstract
This chapter outlines the prominent criticisms of using contemplative and mindfulness practices, and argues for why these concerns, while valid, are particularly relevant for Anti-Oppression courses. Specifically, the chapter addresses cultural appropriation, spiritual bypassing, accessibility and adaptations of mindful and somatic practices, and the debate over whether contemplative practices are (or should be) secular or religious. Acknowledging the deep validity of all these critiques, the chapter argues that Social Justice courses are particularly fertile places to explore these critiques; doing so develops critical skills for students in navigating their positionality and the ethics of engaging any particular practice. The chapter also offers trauma-informed tips for navigating the potential for complex student responses to any given practice, particularly those students who have experienced trauma. Anti-Oppression pedagogy Contemplative practices Cultural appropriation Spiritual bypassing Somatics Mindfulness Accountability Accessibility