Utilizing contemplative practices with undergraduate students in a community-engaged course on health disparities
Abstract
Public health courses that provide opportunities for applied learning to develop students’ understanding of health disparities and methods for achieving health equity are of critical importance. Contemplative pedagogy can cultivate among students personal skills such as open awareness, introspection, nonjudgment, and compassion as students engage with communities across class, race, and other lines of difference. This article describes how contemplative practices are introduced and aligned with learning objectives in an undergraduate community-engaged course on health parity at a public liberal arts university in North Carolina, with the intent of contributing to the growing literature on contemplative education and how it may be appropriate in public health education. Contemplative pedagogy in this course offers opportunities for students to learn with their minds, bodies, and hearts. This article presents course context and structure, introducing contemplative practices to students, and two specific examples of contemplative activities that may help students better understand diversity and their role in sustainable health equity. The article concludes with a discussion and resources for instructors interested in contemplative pedagogy. As contemplative pedagogy gains ground in college instruction, it may also provide critical skill-building for students of public health.
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The following articles explicitly note utilizing a pedagogical approach to cultivate learning environments that foster open awareness, introspection, authentic connection, and community engagement in the hopes of providing students with insight into systems of privilege and oppression.
“The following articles explicitly note utilizing a pedagogical approach to cultivate learning environments that foster open awareness, introspection, authentic connection, and community engagement in the hopes of providing students with insight into systems of privilege and oppression (43, 65, 66).”
From Exploring public health education’s integration of critical race theories: A scoping review (2023) · cites this paper as [43]
Only four included articles had an explicit positionality statement by the author(s); two of these had ambiguity about whether the positionality was the author(s)' or the instructor's.
“Only four articles had an explicit positionality statement by the author(s) (43–46); however, two of these had some relative ambiguity whether the positionality reported was that of the author(s) or if it was simply relaying the positionality of the instructor they were reporting on.”
From Exploring public health education’s integration of critical race theories: A scoping review (2023) · cites this paper as [43]
The snowballing methodology used in this scoping review produced only one additional article, likely because four of the ten articles identified as "ideal candidates" have not received any reported citations.
“Due to the late onset of these publications, the snowballing methodology used in this scoping review produced only one additional article likely due to four of the ten articles identified as “ideal candidates” have not received any reported citations (43, 45, 46, 52).”
From Exploring public health education’s integration of critical race theories: A scoping review (2023) · cites this paper as [43]
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References 19 · Cited by 12
- Authors
- Batada, A.
- Affiliations
- University of North Carolina at Asheville (US)
- Corresponding author
- Batada, Ameena
- ORCID
- Batada, Ameena
- Venue
- Pedagogy in Health Promotion
- Publisher
- SAGE Publications
- Published
- 2017-03-27
- Volume
- 4
- Issue
- 1
- Pages
- 71-76
- ISSN
- 2373-3799 (ISSN-L)
- 2373-3802
- OpenAlex
- W2600606690
- Cited by
- 12
- References
- 19
- Citations by year
- 2025: 1 · 2024: 2 · 2023: 3 · 2022: 1 · 2021: 3 · 2019: 1 · 2018: 1
- FWCI
- 1.95
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Pedagogy in Health Promotion (publishedVersion)
- Funders
- National Institute on Minority Health and Health Disparities
- Topics
- Social Sciences › Education › Service-Learning and Community Engagement
- Social Sciences › Education › Educational Philosophies and Pedagogies
- Health Sciences › Health Professions › General Health Professions › Public Health Policies and Education
- Keywords
- contemplative pedagogy, contemplative practice, health disparities, health equity, community-engaged learning, public health education, undergraduate education, compassion, self-reflection, diversity, applied learning
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