Buddhist and Arts-Based Practices for Addressing Racial Oppression: Building upon Cleveland and Tobin's Mindfulness in Education.
作者： Helen Kwah
DOI: 10.1007/S11422-018-9898-5
关键词: Sociology of Education 、 Racism 、 Compassion 、 Buddhism 、 Visual arts education 、 The arts 、 Oppression 、 Sociology 、 Aesthetics 、 Scholarship
摘要: In this response to Richard Cleveland’s review of the Special Issue on Mindfulness in Education by Kenneth Tobin (Learn Res Pract 4(1):112–125, 2018. https://doi.org/10.1080/23735082.2018.1435039), I follow his call for ‘nonjudgmental scholarship’ discussing possibilities engaging contemplative practices address current societal need healing from racial oppression. start revisiting traditional Buddhist ideas and wisdom compassion, considering how these can be applied goals resisting racism enacting individual collective healing. then discuss potential using arts-based modalities conduct counter-hegemonic practices, especially as draw upon embodiment affect. To support my discussion, provide examples work prominent Black teachers own scholarship.
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