Mindful Social Studies: Frameworks for Social Emotional Learning and Critically Engaged Citizens situates the field of social studies education as uniquely poised to integrate anti-racist, equity, and asset-based pedagogies with contemplative, mindfulness-based strategies to promote the knowledge, skills, and dispositions students need to be effective citizens. Students’ Social Emotional Learning (SEL) hinges upon their experience(s) engaging in authentic learning that strengthens cognitive skills, including critical thinking, self-awareness, reflection, compassion, empathy, and perspective taking. In this volume, the co-editors have curated reflective K-16 practitioner-style, research-focused, and theory-based chapters that explore social justice-orientated contemplative pedagogies, as well as mindfulness-related frameworks and strategies for teaching social studies and the social and behavioral sciences. In this book, chapter authors explore ways of cultivating specific mindfulness-related social studies dispositions and transformative rationales and approaches for critical mindfulness and SEL based on compelling arguments for meeting the needs of students, families, and educators in a dynamic and increasingly diverse society.

Contributions by: Joanna Batt, Allison M. Bernard, Matthew Bernor, Rosemary Ann Blanchard, Maria I. Bravo-Ruiz, Eric Claravall, Kathleen Cooter, Elizabeth O. Crawford, Michelle D. Cude, Joseph I. Eisman, Kelsey Evans-Amalu, Michael Fauteux, Tori K. Flint, Brian Furgione, Shaofei Han, Dana L. Haraway, Brittany L. Jones, Natalie Keefer, Patrick Keegan, Maria Cristina da Costa Leite, Thomas A. Lucey, Melanie M. McCormick, Mohit P. Mehta, James D. Nunez, Timothy J. Patterson, Alexander Pope IV, Ana Puig, Sandy Sohcot, Heather Stone, Sarah M. Surak, Elizabeth Yeager Washington, Nefertari Yancie