Community-Engaged Mindfulness and Social Justice: An Inquiry and Call to Action

Abstract

In this chapter, I argue that mindfulness, which I define here as a state of awareness with compas- sion that may be cultivated by human beings (and the variety of practices that engender this state), must include practices and teachings that make explicit the links between mindfulness and social justice. Drawing on my experience within the fields of mindfulness teaching, law teaching, and contemplative pedagogy, in the first part of this chapter, I discuss how the practices we call mindfulness tend to cultivate a felt sense not only of interconnectedness and compassion but also of solidarity—relative agreement in feeling or action (especially among individuals with a common purpose)—among practitioners, that assist us in working together for a more just world. Notwithstanding strong indications of the power of mindfulness to promote positive social engagement, mindfulness teachers tend to focus on the personal practices of mindfulness, and perhaps the importance of group practice for deepening awareness, but eschew a focus on the potential for mindfulness practice to support social justice projects in the world. In the next part, I show how failing to explore the systemic justice issues that arise both in mindfulness practice and in the broader social systems within which we practice renders the practices of limited value across a range of contexts and social groups, including perhaps especially traditionally marginalized people and communities. Since individuals and communities tend to suffer greatly not only due to attachment, aversion and ignorance but also as a result of systemic oppression and structural violence, we are often drawn to practices that inspire compassionate action to alleviate systemic and structural suffering as well. Thus, I suggest that mindfulness teachers and practition- ers should explore, embrace, offer, and remain open to receiving the gifts of what might be called “community-engaged” mindfulness practices across all of the settings in which mindfulness is currently taught. Toward that end, I describe and present an exploratory Case Study in the elabora- tion ofsuch a set of practices, reflect on challenges and opportunities presented there, and suggest future directions for research and teaching among students and practitioners of Contemplative Studies and Science