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.