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
