Towards a socially engaged mindfulness pedagogical approach to anti-racist and anti-oppressive social work education.
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| Title: | Towards a socially engaged mindfulness pedagogical approach to anti-racist and anti-oppressive social work education. |
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| Authors: | Iacono, Gio1 (AUTHOR) gio.iacono@uconn.edu, Evans, Spencer1 (AUTHOR), Werkmeister Rozas, Lisa1 (AUTHOR), Garran, Ann Marie1 (AUTHOR) |
| Source: | Social Work Education. Aug2026, Vol. 45 Issue 5, p999-1018. 20p. |
| Abstract: | This paper explores the potential of a socially engaged mindfulness (SEM) pedagogical approach in anti-racist and anti-oppressive social work education. The authors examine mindfulness steeped in a socially engaged and critical consciousness-raising context among social work graduate students in the US enrolled in a course on oppression. Qualitative data was gathered through feedback surveys across three years. Reflexive thematic analysis revealed four key themes: 1) mindfulness can enhance student self-awareness to support them in taking time and space for themselves; 2) mindfulness can support knowledge building and engaging with difficult course dialogue and content; 3) mindfulness can support engaging with clients and social justice work; 4) mindfulness can support student biopsychosocial well-being. Integrating mindfulness into courses focused on systemic oppression can create a space for students to process challenging material constructively, enhance engagement with critical decolonial perspectives, and build resilience against the emotional demands of their academic and future professional environments. Developing a mindfulness practice may support students navigating the complexities of the profession. Mindfulness is not only beneficial for personal well-being but may also be a tool for cultivating a deeper level of critical consciousness. SEM can be a valuable pedagogical approach in anti-racist and anti-oppressive social work education. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | This paper explores the potential of a socially engaged mindfulness (SEM) pedagogical approach in anti-racist and anti-oppressive social work education. The authors examine mindfulness steeped in a socially engaged and critical consciousness-raising context among social work graduate students in the US enrolled in a course on oppression. Qualitative data was gathered through feedback surveys across three years. Reflexive thematic analysis revealed four key themes: 1) mindfulness can enhance student self-awareness to support them in taking time and space for themselves; 2) mindfulness can support knowledge building and engaging with difficult course dialogue and content; 3) mindfulness can support engaging with clients and social justice work; 4) mindfulness can support student biopsychosocial well-being. Integrating mindfulness into courses focused on systemic oppression can create a space for students to process challenging material constructively, enhance engagement with critical decolonial perspectives, and build resilience against the emotional demands of their academic and future professional environments. Developing a mindfulness practice may support students navigating the complexities of the profession. Mindfulness is not only beneficial for personal well-being but may also be a tool for cultivating a deeper level of critical consciousness. SEM can be a valuable pedagogical approach in anti-racist and anti-oppressive social work education. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 02615479 |
| DOI: | 10.1080/02615479.2025.2531864 |
