Barbezat, Daniel P., and Bush, Mirabai, eds. Contemplative Practices in Higher Education: Powerful Methods to Transform Teaching and Learning, San Francisco, California: Jossey-Bass, 2014.

Brown, Candy Gunther. Debating Yoga and Mindfulness in Public Schools: Reforming Secular Education or Reestablishing Religion?. Chapel Hill, NC: University of North Carolina Press, 2019.

Burlein, Ann. “Learning to Drink Deeply from Books: Using Experiential Assignments to Teach Concepts.” Teaching Theology and Religion 14, no. 2 (April 2011): 137–55.

Byrnes, Kathryn, Jane E. Dalton, and Elizabeth Hope Dorman. Cultivating a Culture of Learning: Contemplative Practices, Pedagogy, and Research in Education. Lanham, Maryland: Rowman and Littlefield, 2018. 

There are lives at stake in how we teach about cultures. And our jobs are getting harder.

On March 15, an armed white nationalist went into mosques in Aoteoroa New Zealand as congregational prayers began, and he killed as many people as he could. In his manifesto, the gunman explained that he killed these people because they looked to him like “invaders.” To be clear, on the evidence of his extensive “manifesto,” this murderer did not kill because he hated Islam. His concerns, as he described them at nauseating length, were with borders, territory, and the migration of peoples. He killed because he understood the modern world with a relentless Eurocentrism: white people should be at the center no matter where one stands on the globe. Let this soak in.