Mindful Practices to Interrupt White Supremacy in Service Learning Education
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.
Ashkenas, J., Park, H., & Pearce, A. (2017, August 24). Even with Affirmative Action, Blacks and Hispanics are more underrepresented at top colleges than 35 years ago. The New York Times. Retrieved from https://www.nytimes.com/interactive/2017/08/24/us/affirmative-action.html
Bandy, J. (n.d.). What is service learning or community engagement? Nashville, TN: Vanderbilt Center for Teaching. Retrieved from https://cft.vanderbilt.edu/guides-sub-pages/teaching-through-community-engagement/
Berila, B. (2014). Contemplating the effects of oppression: Integrating mindfulness into diversity classrooms. The Journal of Contemplative Inquiry, 1(1), 55-68.
Bleakley, A. (2000). Adrift without a life belt: Reflective self-assessment in a post-modern age. Teaching in Higher Education, 5(4), 405-418.
Bocci, M. (2015). Service-learning and white normativity: Racial representation in service-learning’s historical narrative. Michigan Journal of Community Service Learning, 22(1), 5-17.
Bolton, G. (2010). Reflective practice: Writing and professional development (Third edition). London: Sage Publications.
Bolton, G. (2018). Reflective practice: Writing and professional development (Fifth edition). London: Sage Publications.
Briscoe, J. (2017, July 8). The moral case for renaming Hastings College of the Law. San Francisco Chronicle. Retrieved August 5, 2018, from https://www.sfchronicle.com/opinion/openforum/article/The-moral-case-for-renaming-Hastings-College-of-11275565.php
Campus Compact. (n.d.). Who we are: History. Retrieved from https://compact.org/who-we-are/history/
Cowan, J. and Westwood, J. (2006). Collaborative and reflective professional development: A pilot. Active Learning in Higher Education, 7(1), 63-71.
Crenshaw, K. (1991). Mapping the margins: Intersectionality, identity politics, and violence against women of color. Stanford Law Review, 43(6), 1241-1299.
Davis, M. (2003). Barriers to reflective practice: The changing nature of higher education. Active Learning in Higher Education, 4(3), 243-255.
Dewey, J. (1907). The school and social progress. In The school and society (pp. 19-44) Chicago: University of Chicago Press.
Freire, P. (1993). Pedagogy of the oppressed (revised). New York, NY: Continuum Press.
Garcia, V. (2007). Social justice and community service learning in Chicano/Latino/Raza studies. In Calderon, J. (Ed.). Race, poverty, and social justice: Multidisciplinary perspectives through service learning (pp. 207-224). Sterling, VA: Stylus.
Georgetown University. (2015, updated regularly). Slavery, memory, and reconciliation. Retrieved from http://slavery.georgetown.edu/
Hanh, T. N. (2008). Mindful movement. Berkeley, CA: Parallax Press.
Hatcher, J. A., & Bringle, R. G. (1997). Reflection: Bridging the gap between service and learning. College Teaching, 45(4), 153-158.
hooks, b. (1994). Teaching to transgress. New York, NY: Routledge.
Kabat-Zinn, J. (2003). Mindfulness-based intervention in context: Past, present, and future. Clinical Psychology: Science and Practice, 10, 144-156.
Kolb, A. Y., & Kolb, D. A. (2005). Learning styles and learning spaces: Enhancing experiential learning in higher education. Academy of Management Learning & Education, 4(2), 193-212.
Lueke, A., & Gibson, B. (2015). Mindfulness meditation reduces implicit age and race bias: The role of reduced automaticity of responding. Social Psychological and Personality Science, 6(3), 284-291.
Loughran, J. J. (2002). Effective reflective practice: In search of meaning in learning about teaching. Journal of Teacher Education, 53(1), 33-43.
Marullo, S. (1998). Bringing home diversity: A service-learning approach to teaching race and ethnic relations. Teaching Sociology,26(4), 259-275.
Mclntosh, P. (1988). White privilege: Unpacking the invisible knapsack. In Rothenberg, P.S. (Ed.). Race, Class, and Gender in the United States: An Integrated Study, 4, 188-192.
Mitchell, T. D. (2008). Traditional vs. critical service-learning: Engaging the literature to differentiate two models. Michigan Journal of Community Service Learning, 14(2), 50-63.
Mitchell, T. D., Donahue, D. M., & Young-Law, C. (2012). Service learning as a pedagogy of whiteness. Equity & Excellence in Education, 45(4), 612-629.
Mitchell, T. D., Richard, F. D., Battistoni, R. M., Rost-Banik, C., Netz, R., & Zakoske, C. (2015). Reflective practice that persists: Connections between reflection in service-learning programs and in current life. Michigan Journal of Community Service Learning, 21(2), 49-63.
Napora, L. (2017). A contemplative look at social change: Awareness and community as foundations for leading. The Journal of Contemplative Inquiry, 4(1), 187-206.
Oden, R. S., & Casey, T. A. (2006). Power to the people: Service learning and social justice. Electronic Magazine of Multicultural Education, 8(2), 1-19.
Oden, R. S., & Casey, T. A. (2007). Advancing service learning as a transformative method for social justice work. In Calderon, J. (Ed.). Race, poverty, and social justice: Multidisciplinary perspectives through service learning (pp. 3-22). Sterling, VA: Stylus.
Okun, T. (2016). White supremacy culture. Dismantling racism: A workbook for social change. Originally published 2001. Retrieved from dismantlingracism.org
Roll, N. (October 17, 2017). Poison in the Ivy. Inside Higher Ed. Retrieved from https://www.insidehighered.com/news/2017/10/17/author-discusses-how-racism-perpetuated-elite-colleges
Sable, D. (2014). Reason in the service of the heart. The Journal of Contemplative Inquiry, 1(1), 1-22.
Salzberg, S. (January 19, 2018). Why loving-kindness takes time. Mindful.org. Retrieved from https://www.mindful.org/loving-kindness-takes-time-sharon-salzberg/
Slavery and justice: A report of the Brown University Steering
Committee on Slavery and Justice (2006). Retrieved from http://brown.edu/Research/Slavery_Justice/documents/SlaveryAndJustice.pdf
Stevens, C. S. (2003). Unrecognized roots of service-learning in African American social thought and action, 1890-1930. Michigan Journal of Community Service Learning, 9(2), 25-34.
Tuck, E., & Yang, K. W. (2012). Decolonization is not a metaphor. Decolonization: Indigeneity, Education & Society, 1(1), 1-40.
Tustin, R. (December 2017). I stopped being a perfectionist teacher and so can you. Retrieved from https://study.com/blog/i-stopped-being-a-perfectionist-teacher-and-so-can-you.html
Van Dam, N. T., Van Vugt, M. K., Vago, D. R., Schmalzl, L., Saron, C. D., Olendzki, A.,…Meyer, D. E. (2018). Mind the hype: A critical evaluation and prescriptive agenda for research on mindfulness and meditation. Perspective on Psychological Science, 13(1), 36-61.
White, R. (2016, August 17). Naming America’s own genocide. The Nation, September 12-19, 2016. Accessed August 5, 2018 from https://www.thenation.com/article/naming-americas-own-genocide/
- There are currently no refbacks.
Reminder to ACMHE Members:
You can access JOCI through your ACMHE Member Portal instead of this website.