ABSTRACT
Drawing on sentipensante pedagogy, this chapter discusses centering emotional intelligence, healing, and creativity as interventions within teaching for social justice education in curricular or co-curricular settings (Rendón, 2009). Using a reflective dialogue about our praxis, we describe our stories utilizing sensing and thinking knowledge systems as practitioners in academic and student affairs. We provide a case study of an arts and social justice living learning community for first-year students and include arts and narrative-based teaching techniques. Exercises and practices in the chapter include story circles, reflection questions, healing cards, and developing learning outcomes toward wholeness. We develop themes of contemplative reflection and deepening relationships to facilitate learning aimed at healing and wholeness for students, educators, and emerging changemakers. To close, we share the kinds of transformation made possible by committing to emotion-centered work and vulnerability within the realms of teaching and learning inside and outside of the classroom.
