Colleges and universities offer incredible resources for learning and connecting with others from many backgrounds and life experiences. They are ideally situated to help us learn from our shared past while we move forward together. All voices must have an opportunity to be heard–especially those whose voices have been marginalized. Therefore, it is crucial that access to quality education be available to all who seek it.
We are witnessing the dawning of a broader awareness of what many of us have lived and known firsthand: that for far too long, systemic racism has been under-acknowledged. The origins and manifestations of injustice in our nation’s history, in our contemporary culture, and especially in our own individual actions, need to be examined and challenged.
We call for each of us to undertake this difficult process, as best we are able. To support our ability–as individuals, as communities, and as a society–to realize justice, we also call for all in higher education–students, faculty, staff members, and the larger campus community–to create environments which foster deep listening, speaking, and inquiry. Contemplative practices of all sorts offer powerful means of creating and sustaining these environments. Racism and intersecting forms of oppression and injustice manifest in academia as they do in our broader culture, and unless directly and honestly confronted, will endure.
Please feel free to list additional resources in the comments.
Baptist, Edward E. (2014). The Half Has Never Been Told: Slavery and the Making of American Capitalism. New York: Basic Books.
Berila, Beth. (2014). “Contemplating the Effects of Oppression: Integrating Mindfulness into Diversity Classrooms.” The Journal of Contemplative Inquiry, 1(1). Retrieved from http://journal.contemplativeinquiry.org/index.php/joci/article/view/5.
Blackmon, Douglas A. (2009). Slavery by Another Name: The Re-Enslavement of Black Americans from the Civil War to World War II. New York: Anchor Books.
Carter, Christopher and Schoen, Seth. (2014). “Contemplative Race Theory.” Unpublished manuscript. Retrieved from http://www.contemplativemind.org/files/ConRaceTheory_PUB_Draft.pdf.
Dalton, Harlon. (1996). Racial Healing: Confronting the Fear Between Blacks & Whites. New York: Anchor Books.
Freire, Paulo. (1970). Pedagogy of the Oppressed. New York: Continuum Publishing Company.
Gutiérrez y Muhs, Gabriella; Flores Niemann, Yolanda; González, Carmen G.; Harris, Angela P. (Eds.). (2012). Presumed Incompetent: The Intersections of Race and Class for Women in Academia. Logan, UT: Utah State University Press.
hooks, bell. (1994). Teaching to Transgress: Education as the Practice of Freedom. New York: Routledge.
Kivel, Paul. (2011). Uprooting Racism: How White People Can Work for Social Justice. Gabriola Island, BC: New Society Publishers.
Kyodo Williams, Angel. (2002). Being Black: Zen and the Art of Living with Fearlessness and Grace. New York: Penguin Books.
Lueke, Adam and Gibson, Bryan. (2014). “Mindfulness Meditation Reduces Implicit Age and Race Bias: The Role of Reduced Automaticity of Responding.” Social Psychological and Personality Science. doi:10.1177/
Paris, Rae. (December 8, 2014). “An Open Letter of Love to Black Students: #BlackLivesMatter.” Retrieved from http://blackspaceblog.com/2014/12/08/an-open-letter-of-love-to-black-students-blacklivesmatter/.
Quiñones-Rosado, Raúl. (2010). Consciousness-in-Action: Toward an Integral Psychology of Liberation & Transformation. Caguas, Puerto Rico: Ile Publications.
Rendón, Laura. (2009). Sentipensante (Sensing/Thinking) Pedagogy: Educating for Wholeness, Social Justice and Liberation. Sterling, Virginia: Stylus Publishing, LLC.
Berila, Beth. (June 5, 2014). “Towards an Embodied Social Justice: Integrating Mindfulness into Anti-Oppression Pedagogy.” Video of an ACMHE webinar. Retrieved from http://www.contemplativemind.org/archives/3004.
Chatman, Michelle. (February 26, 2014). “Using Contemplative Practices to Promote Well-Being and Social Justice Awareness.” Video of an ACMHE webinar. Retrieved from http://www.contemplativemind.org/archives/2717.
Magee, Rhonda. (May 16, 2012). “Legal Education as Contemplative, Multicultural Inquiry.” Video of an ACMHE webinar. Retrieved from http://www.contemplativemind.org/archives/344.
Quiñones-Rosado, Raúl, and Sackey-Milligan, Rose. (March 24, 2010). “Consciousness-In-Action.” Video of an ACMHE webinar. Retrieved from http://www.contemplativemind.org/archives/312.
Rendón, Laura, and Kanagala, Vijay. (February 23, 2012). “Sentipensante (Sensing/Thinking) Pedagogy and Contemplative Practice.” Video of an ACMHE webinar. Retrieved from http://www.contemplativemind.org/archives/214.
Magee, Rhonda. (September 21, 2012). “Contemplating Race, Law and Justice: Some Notes on Pedagogy for Changing the World.” Video of the 2012 ACMHE Conference keynote address. Retrieved from https://www.youtube.com/watch?v=e_D9Dq22x7I.
powell, john. (October 30, 2014). “A Tale of Two Movements: Why Contemplative and Transformative Education Need Each Other.” Video of the 2014 ISCS Pre-Conference keynote address. Retrieved from https://www.youtube.com/watch?v=h5B4aRTI-zQ.