Mindful Subjects: The Disciplinary Power of Mindfulness in Schools (original) (raw)

2021, Theory, Research, and Action in Urban Education

Abstract

The article examines the disciplinary power of the social-emotional learning movement in forming mindful subjects throughout various contexts of education. Mindfulness has played a specific role in the social and emotional intervention of youth who are labeled “at-risk.” Using a theoretical framework of Foucault’s theories of power and biopolitics, this essay article offers a discussion of public desires for social correction and the role of the teacher-student power relationship in this process.

Figures (2)

Figure 2, George Floyd Protest, 2020 Figure 1, Kaiser Permanente, Thriving Schools, 117

Figure 2, George Floyd Protest, 2020 Figure 1, Kaiser Permanente, Thriving Schools, 117

with those of images of students in protest while donning the signs reading, “I Can’t Breathe” (Figure 2). These protest signs reference some of the final words uttered by Eric Garner and George Floyd during the time of their executions at the hands of the police, and have taken on cultural and political significance as a rallying cry of the Black Lives Matter movement. With consideration for the power dynamics that confine the mindful subject to silence, stillness, and compliance, as well as mindfulness’ connection to individuals who are labeled “at-risk,” these images and their depictions of sanctioned and unsanctioned breathing _ illustrate problematic links that warrant further critical interpretations.

with those of images of students in protest while donning the signs reading, “I Can’t Breathe” (Figure 2). These protest signs reference some of the final words uttered by Eric Garner and George Floyd during the time of their executions at the hands of the police, and have taken on cultural and political significance as a rallying cry of the Black Lives Matter movement. With consideration for the power dynamics that confine the mindful subject to silence, stillness, and compliance, as well as mindfulness’ connection to individuals who are labeled “at-risk,” these images and their depictions of sanctioned and unsanctioned breathing _ illustrate problematic links that warrant further critical interpretations.

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