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What if we considered the sabbatical as a sacred time for renewal and wholeness? How might this understanding of sabbatical change the way we see ourselves as teachers, scholars, and human beings? How might it shape the way we approach our teaching and scholarship in more creative, holistic, and meaningful ways? And what implications might the idea of sabbatical as sacred time and as contemplative practice have for how we as faculty negotiate the challenges of the contemporary neoliberal academy? These are some of the questions I explore in this essay.