Mindful Practices to Interrupt White Supremacy in Service Learning Education

Authors

Jennifer F. Steinfeld
Melissa Jean, Lesley University

Abstract

Service learning initiatives are employed at many universities to enhance community relationships; however, in practice, these well-intentioned initiatives may reinforce social divisions and propagate white supremacy culture. Contemplative learning practices and mindful pedagogies provide educators with an opportunity to evaluate their own social positions and help students confront biases and prejudices. This paper discusses the history of service learning in the United States and suggests ways in which liberatory pedagogies and mindfulness practices can be a means for educators to interrupt white supremacy and deconstruct bias in university service learning settings.

Recommended Citation

Steinfeld, Jennifer F. and Jean, Melissa (2019) "Mindful Practices to Interrupt White Supremacy in Service Learning Education," Journal of Contemplative Inquiry: Vol. 6: No. 1, Article 9.
Available at: https://digscholarship.unco.edu/joci/vol6/iss1/9