Journal of Contemplative Inquiry


We argue that incorporating a yogic pedagogical approach in college classrooms, specifically classrooms that cover issues of race, gender, sexuality, and violence, allows an instructor and thus their students to focus on embodiment and specifically how our bodies hold physical and psychological wounds of oppression while creating new methods to understand oppression more deeply. We suggest that incorporating body awareness practices like yoga into the classroom can promote both personal healing and a deeper understanding of systemic oppression by demonstrating the connections between the two. Body-based pedagogy allows students to think critically, mindfully, holistically, and creatively about responding to injustice while envisioning and enacting a healed worldview.