Integrating Mindfulness into Anti-Oppression Pedagogy: Social Justice in Higher Education
Abstract
Drawing from mindfulness education and social justice teaching, this book explores an anti-oppressive pedagogy for university and college classrooms. Authentic classroom discussions about oppression and diversity can be difficult; a mindful approach allows students to explore their experiences with compassion and to engage in critical inquiry to confront their deeply held beliefs and value systems. This engaging book is full of practical tips for deepening learning, addressing challenging situations, and providing mindfulness practices in anti-oppression classrooms. Integrating Mindfulness into Anti-Oppression Pedagogy is for all higher education professionals interested in pedagogy that empowers and engages students in the complex unlearning of oppression.
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A Systematic Review of Mindfulness-Based Interventions in Low-Income Schools
Segal, S. C., Vyas, S. S., & Monson, C. M. (2021) · Mindfulness · doi:10.1007/s12671-020-01571-8 · Cited by 41 · see citing works
McCusker, P. (2022) · The British Journal of Social Work · doi:10.1093/bjsw/bcaa246 · Cited by 21 · see citing works
- Authors
- Berila, B.
- Affiliations
- St. Cloud State University (US)
- Corresponding author
- Berila, Beth
- ORCID
- Berila, Beth
- Venue
- Routledge eBooks
- Publisher
- Routledge
- Published
- 2015-08-14
- OpenAlex
- W4231891304
- Cited by
- 83
- References
- 0
- Citations by year
- 2026: 5 · 2025: 8 · 2024: 11 · 2023: 9 · 2022: 9 · 2021: 15 · 2020: 6 · 2019: 9 · 2018: 4 · 2017: 5 · 2016: 2
- FWCI
- 7.11
- Type
- book
- Language
- en
- Open access
- closed
- Locations
- Routledge eBooks (publishedVersion)
- Topics
- Social Sciences › Education › Critical and Liberation Pedagogy
- Social Sciences › Education › Educational Philosophies and Pedagogies
- Social Sciences › Psychology › Clinical Psychology › Mindfulness and Compassion Interventions
- Keywords
- mindfulness in education, social justice teaching, higher education, classroom discussion, diversity, critical inquiry, student engagement
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