INCLUSION
I am a white man from Alabama who learned Yoga primarily from white women. It is important for me to recognize these facts when teaching this Indian vehicle for awakening. My efforts to acknowledge my own identity, the identities of my students, and offer an inclusive Yoga environment include the following:
Adapting the physical practices for the abilities and body types of the students in your class.
I have heard many teachers say something to this effect,
“Even if prana is the only thing moving or taking the posture, that is enough. The body is secondary.”
As described in previous posts, I give modifications and options for every posture and invite the students to find the option that works best for them as they balance challenge and sustainability.
I refrain from demonstrating or practicing while I teach. This restraint keeps the students from feeling like they need to adapt their practice to “look” a certain way.
I avoid telling students what they are feeling. The students are there to go inward, not to adapt themselves to an external concept. It might be useful in some situations to describe what they “might” be feeling, or guide them towards evenness of sensation. For example:
“If you are feeling more sensation in the hamstrings than the back in this forward fold, try bending the knees a little.”
Acknowledging and celebrating Yoga’s Indian origins, including communicating about the history of the particular style I am offering.
My teaching and the students’ practice should align with Yoga’s philosophical framework as a vehicle for awakening, including the principles of non-violence, non-attachment, austerity, and contentment (among other concepts). For this reason, I prefer to offer the students the Ashtanga system as it addresses asana, pranayama, and pratyahara within the physical practice. That way, sitting for meditation seems like a logical part of each class.
Use sanskrit numbers and posture names alongside English terms. Work towards memorization.
Cultivate an atmosphere of inquiry rather than achievement.
Fostering an environment in which the students can learn from each other.
I will often invite the more experienced students to lead part or all of a practice, including the asana, meditation, and/or restorative portions.
I have often had students of Indian descent in my classes or who have practiced Yoga outside of school. These students may feel like:
A. Sharing a lot about their cultural practices and background.
B. Not sharing anything about their cultural practices and background.
C. Anywhere in between.
Wherever any student of any background is on the above continuum, they should feel comfortable in your class.
Make it ok for you and your students to say “I don’t know.”
As is appropriate, being open about power dynamics.
Prepare to have frank discussions about instances of emotional and sexual abuse in various Yoga communities and how students can protect themselves when they go to classes outside of school. My advice to my students has been:
If you feel uncomfortable in a situation, your feelings are valid. Leave the situation or use language to establish a clear boundary. Talk to a trusted adult about what you experienced as soon as possible.
You can make a determination about if and when to bring up these topics, but be ready if and when the students ask. One day, a student asked, as class was about to start, “So, Mr. Hooten, have you seen the Bikram documentary on Netflix?” A healthy discussion followed, even though I did not anticipate the class taking that direction on that particular day.
As I’ve said before, my opinion is that there is too great of a power imbalance between an adult teacher and a minor student in a Yoga class for any physical adjustments to be appropriate, regardless of consent or intent.
Partner with an administrator and/or counselor before having these discussions, if possible.