* This book provides a framework and guidance on facilitating an awareness of the links between historic and current oppression, self-identity, and trauma, and creating a transformative learning experience through mindfulness.
* Contributors come from a range of geographical and disciplinary standpoints representing a range of identities, including African-American, Asian-American, Asian, LGBTQA+, and international colleagues from the fields of Humanities (Art, Literature, History, Philosophy), Science (Chemistry, Environmental Science), and Social Sciences (Psychology, Counselling).
* Chapters describe classroom or institutional practices, qualitative and/or quantitative outcomes assessments, and strategies for utilizing and adapting practices of contemplative pedagogy to existing courses, offering resources, assignments, and exercises for readers to use and adapt
