ABSTRACT
Motivated by interest in using contemplative practices and anti-oppressive pedagogies to respond to the high percentage of college students experiencing social injustices, living with mental health conditions, or simply learning in ways that fail to integrate intellectual and affective responses, this chapter explores applications for a diversity of contemplative and anti-oppressive practices across the disciplines. Contributors are responsive to cultural and demographic contexts that shape the presentation and reception of these pedagogies, describing tools and tables offering course readings, contemplative practices, and assessment tools. Step-by-step strategies for infusing these pedagogies into courses across the curriculum are offered in a table at the chapter’s conclusion.
