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Mindful Practices to Interrupt White Supremacy in Service Learning Education

Jennifer F. Steinfeld, Melissa Jean


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.


Mindfulness; Service Learning; Contemplative Practice; Engaged Pedagogy

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