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Overcoming Alienation: Engaged Mindfulness for Teachers

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Abstract

In this chapter, I argue that a third, emergent formation is discernible in the literature on mindfulness for teachers—what I designate as ‘engaged mindfulness’. I use the term ‘engaged’ to bring together two critical moves alongside two constructive moves that I consider to characterise this discourse, specifically as a response to oppressive socio-political conditions and the role psychological mindfulness in education is argued to play in it. I explore the features of this burgeoning discourse by exploring the historical and conceptual antecedents that give it shape.

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  1. University of Sydney, Sydney, NSW, Australia

    Remy Y. S Low

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Correspondence to Remy Y. S Low .

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Low, R.Y.S. (2021). Overcoming Alienation: Engaged Mindfulness for Teachers. In: The Mind and Teachers in the Classroom. Palgrave Pivot, Cham. https://doi.org/10.1007/978-3-030-70384-4_4

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  • DOI: https://doi.org/10.1007/978-3-030-70384-4_4

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  • Publisher Name: Palgrave Pivot, Cham

  • Print ISBN: 978-3-030-70383-7

  • Online ISBN: 978-3-030-70384-4

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