Exploring social work educators’ lived experience of the intersection of mindfulness & critical and/or anti-oppressive practice in their pedagogical philosophies & practices

AbstractWhile there is a burgeoning interest in mindfulness in social work practice and education generally and an emerging scholarship that speaks to the power and potential of mindfulness and social justice practice and pedagogy specifically, little is known about the lived experiences of social work educators who infuse mindfulness in their critical and anti-oppressive practice (AOP) teaching. This arts-related critical hermeneutic phenomenological study sought to (1) provide an understanding of the experiences of social work educators who infuse mindfulness and critical and anti-oppressive practice in their pedagogical philosophy and practices in a Canadian university context; (2) expand understandings of the power and potential of mindfulness for critical and/or anti-oppressive practice teaching and learning; (3) inform social work curricula by identifying ways in which educational experiences and outcomes for students can be enhanced; and (4) contribute to knowledge in social work pedagogy by eliciting how innovative teaching and pedagogical processes can support teaching and learning.Multiple in-depth conversations were undertaken with three social work educators who teach or have taught critical and/or AOP courses in a Canadian social work context and utilize or have utilized some aspect/s of mindfulness in their pedagogical philosophy and practices. Data analysis was iterative and inductive, occurred in six stages of an adapted interpretive phenomenological analysis framework and was guided by a critical dimension and arts-related elements. Illuminated by the metaphors of the journey, the bridge, the navigation and the path (of possibilities), four key themes emerged from the research conversations depicting participants’ (1) journeys to infusing mindfulness in their teaching; (2) commitment to bridging dualisms and fostering inter/connections to enhance teaching and learning; (3) efforts in navigating the tensions and challenges that emerged; and (4) experiences with the power and potential of mindfulness and critical and/or AOP in teaching and learning.Amidst the many rich examples of knowing and doing that emerged, it became apparent that being was an integral component of participants’ accounts. This deep being, the embodiment and living of mindfulness teachings and tenets of critical and/or AOP, created the potential for an enhanced path of pedagogical possibilities. The interconnected aspects of awareness (knowing) and action (doing) that are integral to being resulted in transformation. This can be understood as a form of pedagogical praxis, one that is embodied, critical and contemplative. The presence of the heart also prevailed in the research conversations and themes. Ultimately, the findings revealed that an embodied, critical, contemplative praxis from the heart holds promise for social justice education, as well as individual and institutional transformation. The implications of this research study include the importance of understanding the complexities, and avenues of support required to enhance the transformative capacity, of mindfulness in the teaching of critical and/or anti-oppressive practice and enhancing social work curricula by inviting contemplative pedagogies and practices such as mindfulness that honor various ways of knowing, doing and being. Recommendations include exploring the use of mindfulness and other contemplative practices in field education; creating additional networking opportunities for social work educators who are interested in mindfulness and other contemplative pedagogies; and exploring students’ experiences with contemplative pedagogies on their learning, holistic well-being and ways of knowing, doing and being in the context of critical and AOP social work education

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