Intended for a K-12 audience but concepts can be adapted for any audience of learners. 

Open initially but then has popped behind a subscription/paywall. 

Law professor and mindfulness practitioner Rhonda Magee shows that the work of racial justice begins with ourselves. This is a link to where you can purchase this book. 

This article arose from a conversation with Rhonda Magee, a law professor and mindfulness teacher and the author of The Inner Work of Racial Justice: Healing Ourselves and Transforming Our Communities through Mindfulness. Magee writes about the importance of mindfulness for people of all and various racialized identities working toward racial justice. This article is written from our understanding as white-embodied, cisgender women, and includes reflections from Rhonda, a Black-embodied, cisgender woman. It may be especially helpful for white-embodied readers who are interested in understanding how mindfulness-based practices might assist them in addressing systemic racism, or, for people of color exploring ways of working with white-embodied people through mindfulness. We encourage all readers to check out Magee's writings to see how her work resonates for you.

Practices that help students control their impulses can also mask systemic failures. Written for a K-12 audience however I think this resource translates well to higher education as well. 

Slides from the FC Mindful Growth Initiative. Mindful Growth = Mindfulness + Growth Mindset 

Mindfulness teacher Rose Mina Munjee explores why Indigenous land acknowledgments matter, and offers a guide for writing a land acknowledgment as a practice to expand awareness and encourage justice.

Lindsay Brant, Educational Developer, Indigenous Pedagogies and Ways of Knowing at the Centre for Teaching and Learning, talks about meaningful land acknowledgements.

An Acknowledgement of Country is an important sign or recognition and respect for Aboriginal and Torres Strait Islander people as the First Australians. We have created this activity to for mentors, teachers, carers or parents to use with their children.

These activities will help to ensure the children/child is aware of the past and ongoing connection of First Nation’s people to place and land.

Native Governance Center co-hosted an Indigenous land acknowledgment event with the Lower Phalen Creek Project on Indigenous Peoples’ Day 2019 (October 14). The event featured the following talented panelists: Dr. Kate Beane (Flandreau Santee Dakota and Muskogee Creek), Mary Lyons (Leech Lake Band of Ojibwe), Rose Whipple (Isanti Dakota and Ho-Chunk), Rhiana Yazzie (Diné), and Cantemaza (Neil) McKay (Spirit Lake Dakota). We’ve created this handy guide to Indigenous land acknowledgment based on our panelists’ responses.

“If you’re not mindful of what you are doing, then, you are turning a land acknowledgment into a token. It becomes an empty gesture to ‘honor’ Native people. It becomes this century’s mascot.”

Dr. Debbie Reese

Allen D, Tanner K. Putting the horse back in front of the cart: using visions and decisions about high-quality learning experiences to drive course design. CBE Life Sci Educ. 2007;6:85–89.

A systematic approach to designing significant learning experiences for students using the “ end in mind” kind of approach while starting with a vision of the desired results. The design process then works backwards to develop the instruction. How you teach might become as important as the way you teach. The three stages of backward design are planned with enduring questions such as 1) What is worthy of student understanding? 2) What would demonstrate competency in student understanding? 3) Which approaches promote understanding and competency in the subject matter?