ABSTRACT
Chapter 6 describes Multicultural Mindfulness as the peace process for Environmental Liberation Education. It defines Multicultural Mindfulness as inward-outward practices for body, mind, culture, and environment integration during hourly and daily routines. It explains that Multicultural Mindfulness empowers teachers and students, nurturing diversity belonging in academic concentration by connecting subjects to local and global healing. It explains culture-conscious backwards design to reshape subjects, addressing creative tension with big-picture questions about superdiversity in biodiversity during change. It shows how three mindfulness principles – interbeing, impermanence, and emptiness – grow diversity and sustainability during curriculum and knowledge development. It explains how Multicultural Mindfulness interrupts pre-prejudice and prejudice cycles in intergenerational socialization. It outlines how Multicultural Mindfulness helps un-standardize and detrack education with culturally creative activities to meet requirements holistically. It addresses fear of change and how to develop culture competence non-defensively. It describes loving-kindness collaborations to transform mainstream education space, time, materials, and learning environments with joyful justice activities. It presents two Multicultural Mindfulness Activities and one journal question: Shaping Space for Interbeing, Drive-All-Blames-Into-One, and What’s Multicultural Mindfulness?
