| Title: |
Beyond Deep Breathing: A New Vision for Equitable, Culturally Responsive, and Trauma-Informed Mindfulness Practice |
| Language: |
English |
| Authors: |
Duane, Addison (ORCID 0000-0002-0105-1235); Casimir, Arlène E.; Mims, Lauren C. (ORCID 0000-0002-4801-5311); Kaler-Jones, Cierra; Simmons, Dena |
| Source: |
Middle School Journal. 2021 52(3):4-14. |
| Availability: |
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: |
Y |
| Page Count: |
11 |
| Publication Date: |
2021 |
| Document Type: |
Journal Articles; Reports - Descriptive |
| Education Level: |
Junior High Schools; Middle Schools; Secondary Education |
| Descriptors: |
Trauma; Culturally Relevant Education; Middle School Teachers; Intervention; Metacognition; Cultural Context; Classroom Techniques; Social Emotional Learning; Equal Education; Cultural Awareness; Safety; Trust (Psychology) |
| DOI: |
10.1080/00940771.2021.1893593 |
| ISSN: |
0094-0771 |
| Abstract: |
As the research on mindfulness expands to include school-based interventions, middle school educators across the country have implemented mindfulness in the classroom. However, similar to other social-emotional learning approaches, when implemented in the absence of cultural context and trauma-informed care, mindfulness can be weaponized. In this paper we describe how educators can facilitate mindfulness practice in the classroom in affirming, culturally responsive and trauma-informed ways. In doing so, we propose a new vision for how mindfulness can further equity work in schools. |
| Abstractor: |
As Provided |
| Entry Date: |
2021 |
| Accession Number: |
EJ1293507 |
| Database: |
ERIC |