Off-campus UMass Amherst users: To download campus access dissertations, please use the following link to log into our proxy server with your UMass Amherst user name and password.
Non-UMass Amherst users: Please talk to your librarian about requesting this dissertation through interlibrary loan.
Dissertations that have an embargo placed on them will not be available to anyone until the embargo expires.
Author ORCID Identifier
https://orcid.org/0000-0002-0446-9565
AccessType
Campus-Only Access for Five (5) Years
Document Type
dissertation
Degree Name
Doctor of Philosophy (PhD)
Degree Program
Education
Year Degree Awarded
2021
Month Degree Awarded
May
First Advisor
Kysa Nygreen
Second Advisor
Denise Ives
Third Advisor
Miliann Kang
Fourth Advisor
Claudio Moreira
Subject Categories
Curriculum and Instruction
Abstract
The following dissertation offers a contribution to the growing field of Critical Mindfulness Studies by expanding the critique of neoliberal mindfulness through antiracist, feminist and decolonial analytical frameworks. Three separate papers explore mindfulness in different educational contexts: Teacher Education, K-12 Education, and Curriculum Studies. Mindfulness education is situated within a sociopolitical critique of neoliberalism, white supremacy and colonialism. Critical theory is used to engage issues of power and privilege, oppression, injustice, agency and accountability within mindfulness education. Driven by competing ideologies and values, the universal benefits of mindfulness are contested. The papers pose questions about cultural appropriation, representation, white saviorism and the hegemony of western mindfulness discourse. By bridging pedagogical traditions and integrating critical and contemplative epistemologies, the author proposes emancipatory frameworks for mindfulness educators. This work is interdisciplinary and may be of interest in the following fields: Mindfulness Education, Social Justice Education, Teacher Education, Contemplative Studies, Public Health, and Social Work, among others.
DOI
https://doi.org/10.7275/22484743.0
Recommended Citation
Cannon, Jennifer, "MINDFULNESS EDUCATION AS A TRANSFORMATIVE PRACTICE: TOWARD AN EMBODIED LIBERATORY PEDAGOGY" (2021). Doctoral Dissertations. 2167.
https://doi.org/10.7275/22484743.0
https://scholarworks.umass.edu/dissertations_2/2167
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.