Asana & Dhyānam in U.S. Schools: Reflections on Research, Gatekeeping & Decoloniality
This reflection is the first in a series, exploring how U.S. K-12 schools and their surrounding institutions are complicit in the continued distortion, theft, erasure, and exploitation of Dharmic traditions and societies. By mapping out the mechanisms of this phenomena, I hope to illuminate some of the spaces and tangible possibilities for authentic Dharmic voices to begin reclaiming stewardship of our traditions.
We cannot afford to continue being complicit in measuring, validating, and conceptualizing indigenous practices using non-indigenous values, paradigms, and metrics.
We belong in the conversation. We have to change the conversation.
For several years, I was entrenched in the world of research on meditation and yoga in K-12 schools. I served as the Director of Research & Evaluation for a push-in school-based social emotional learning (SEL)+ yoga (asana, pranayama, and dhyanam) program. This was an authentic Indic program, emerging from and honoring a lineage-based tradition and led by teacher-practitioners who had been initiated by a Guru. The connections between yoga, self-awareness, and…