The pedagogies of bodymindspirit integrate the physical, mental, and spiritual aspects of learning. Stephanie Cariaga argues that traditional educational approaches often neglect the spiritual and emotional needs of YWOC, leading to disconnection and disengagement. Love is viewed as a transformative force that can counteract the impacts of systemic oppression and trauma. This is a very spiritual outlook, believing that our bodies are sites of knowledge and learning. Cariaga advocates for the implementation of spiritual practice in educational settings as they are tools for developing resilience, self-awareness, and connection with others. She acknowledges the challenges and resistance that may arise when incorporating pedagogies of bodymindspirit…show more content… Traditional educational approaches, more often than not, fail to address the underlying trauma that many students, particularly those from marginalized communities, experience. The author contrasts "punk love," which is characterized by rebellion and individualism, with compa love, which emphasizes community and collective healing. Punk love is seen as a response to trauma that may lead to disconnection and isolation, while compa love offers a more inclusive and supportive approach. Integrating this approach into educational settings has similar barriers as bodymindspirit, including overcoming resistance to change and addressing power dynamics. Hannegan-Martinez emphasizes the importance of ongoing reflection and collaboration to ensure that pedagogical practices are inclusive and effective. The next reading, titled, “He’s More Like a Brother than a Teacher,” introduces the concept of "politicized caring," which refers to a form of caring that is rooted in political consciousness and social justice. The article explores how politicized caring manifests in a program designed to support African American males in
