ABSTRACT
The first edition of this chapter reframed student “resistance” to Social Justice course content as the dissonance that arises when deeply held worldviews and sense of self are unsettled. This second edition examines the embodied transformation process. Specifically, it explores how to support students through the uncertainty and disequilibrium of the dis-organizing that is an inevitable component of deep transformation. Rooted in somatics and mindfulness approaches, the chapter offers ways to help students become more aware of their own patterns around change, help them stay with the uncertain and sometimes dysregulating process, and support them to co-create what’s on the other side of that transformation. The chapter explores edge states, liminal zones, and AnaLouise Keating’s work on thresholds and invitational pedagogies as integral to supporting students through deep transformation toward wholeness, connection, and justice. It also discusses the role of centered accountability and repair.
Embodied transformation
Invitational pedagogies
Transformational zones
Threshold theories
Centered accountability
Liminal zones
Edge states
