Mindfulness As Curricular Practice in Borderlands HSI Teacher Preparation: Nurturing Greater Awareness of Self and World Among Emergent Teachers

This case study explores the integration of mindfulness practices into teacher preparation curricula at a borderlands Hispanic-Serving Institution (HSI) to enhance awareness of self and the world for greater empathy building. Drawing from pilot data collected during a semester-long teacher preparation course on literacy strategies for teaching diverse populations, the study examines the psychological and emotional benefits of integrating curricular mindfulness activities, such as reflective journaling and mindful breathing. Major themes include the importance of family as a source of emotional stability, improved overall report of wellbeing, and the development of greater self-other compassion emphasizing the transformative potential of mindfulness for countering the detrimental effects of burnout and depression arising from the instrumentalization of both education and the learner. By encouraging emotional regulation and self- awareness, mindfulness practices can contribute to reduced stress, enhanced relaxation, and a compassionate mindset, suggesting an alternative to achievement and optimization-driven education paradigms. However, the study also raises questions about the sustainability of mindfulness practices beyond the classroom, calling for further research regarding durable long-term adoption. Consequently, this work engages the need for approaches in education to cultivate aware, connected, and empathetic educators capable of navigating the spiraling complexities of teaching, learning, and curriculum.