Journal of Contemplative Inquiry


In this reflection piece, I draw on my own experiences, as a progressive professor grounded in awareness practices, to explore some of the pedagogical facets of anger. Due to some deeply held Western assumptions associated with race and gender, I suggest, anger generally continues to be under appreciated and underestimated. I sketch out an alternative, constructive role that anger has begun to play in my own teaching and point to similar strategies and understandings that might be useful to others.