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This essay describes my exploration of a mindful dialogic pedagogy after experiencing the harm of engaging in secularized and depoliticized mindfulness practices while coming out as trans and non-binary. I introduce the possibility for an anti-oppression mindfulness practice within Intergroup Dialogue (IGD). Mindfulness has often been decontextualized from its original meanings and used as an extension of white supremacist, ableist, Western, settler-colonial ideology. When used with an anti-oppression framework within dialogic spaces like IGD as a way to dismantle dominant structures and associated injustices, I find non-judgmental, present-moment awareness to be a powerful framework for challenging personal and relational connections to, internalizations of, and impacts by systems of privilege and oppression. This practice must always be situated within the interconnected landscape of systemic injustice.

The Possibilities of an Anti-Oppression Mindful Dialogic Pedagogy in the Intergroup Dialogue Classroom: An Autoethnographic Exploration