Mindfulness in multicultural education: Critical race feminist perspectives

Authors

  • Samarnh Pang Purdue University

DOI:

https://doi.org/10.62037/cjer.2023.03.01.08

Abstract

The book ‘Mindfulness in Multicultural Education: Empowering Learners Through Critical Race Feminist Perspectives’ by Kathryn Esther McIntosh explores the intersection of mindfulness, social justice, and multicultural education. The author draws on various sources, from Eastern spiritual teachings to critical race feminism, to develop a pedagogical approach to mindfulness in multicultural education. In doing so, the author highlights key themes crucial to this approach. The book is structured around these themes, developed through findings from relevant literature, the author's experiences, and evidence from undergraduate students. There are many definitions for 'mindfulness’ according to disciplines and contexts. However, McIntosh resonates with mindfulness as “keeping one’s consciousness alive to the present reality” without judgment (p. 6).

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Author Biography

Samarnh Pang, Purdue University

Samarnh Pang is a PhD student and graduate teaching assistant at the College of Education, Purdue University, West Lafayette, Indiana, USA. He mainly teaches ELT and research-related courses. His research interests revolve around TESOL, teacher education, and educational technology.

References

Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53(2), 106-116. https://doi.org/10.1177/0022487102053002003

Hanh, T. N. (1975). The miracle of mindfulness: An introduction to the practice of meditation. Beacon.

Hutchison, L., & McAlister-Shields, L. (2020). Culturally responsive teaching: Its application in higher education environments. Education Sciences, 10(5), 1-12. https://doi.org/10.3390/educsci10050124

Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465-491. https://doi.org/10.3102/00028312032003465

Ladson-Billings, G., & Tate, W. F. (1995). Toward a critical race theory of education. Teachers College Record: The Voice of Scholarship in Education, 97(1), 47-68. https://doi.org/10.1177/016146819509700104

Sandell, E. J., & Tupy, S. J. (2015). Where cultural competency begins: Changes in undergraduate students' intercultural competency. International Journal of Teaching and Learning in Higher Education, 27(3), 364-381. https://files.eric.ed.gov/fulltext/EJ1093756.pdf

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Published

13-05-2025

How to Cite

Pang, S. (2025). Mindfulness in multicultural education: Critical race feminist perspectives. Cambodian Journal of Educational Research, 3(1), 132–141. https://doi.org/10.62037/cjer.2023.03.01.08

Issue

Vol. 3 No. 1 (2023): Cambodian Journal of Educational Research

Section

Articles

License

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

The articles published by this journal are licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made.