Cultural Appropriation
Cultural appropriation in Yoga occurs when parts of this ancient practice are removed from their cultural context, often commercialised, and used in ways that can disconnect them from their more profound meaning and significance. This can be seen as disrespectful to the traditions and communities from which Yoga originates.

To engage in cultural exchange, a yoga teacher should be aware of their position and privilege and how they relate to the culture and history of Yoga. A yoga teacher should acknowledge and respect the diversity and complexity of yoga traditions and practices and avoid imposing their interpretations or preferences on them. They should also recognise and address the power dynamics and inequalities between different groups of people who practice Yoga and seek to create inclusive and respectful spaces for everyone. A yoga teacher should also be willing to learn from those who are part of the culture and share their understanding and appreciation for it.

Yoga originated in India and has been influenced by various traditions and philosophies over thousands of years. It is a physical, spiritual, and ethical discipline involving many practices such as chanting, breathwork, meditation, and mythology. As Yoga has become popular in the West, some people have raised questions about cultural appropriation, which is the adoption or use of elements of one culture by another culture, sometimes without appropriate acknowledgement or respect.

However, how should a yoga teacher respond to these questions and ensure they teach Yoga culturally appropriate and sensitively? It is so easy to unthinkingly repeat what you have heard in another class. The Yoga Medicine, Yoga and Politics course has helped us critically appraise ourselves as teachers as to why we do things so we are mindful of how we teach.

Yoga’s History
Acknowledge Yoga’s history and diversity and show appreciation and gratitude for its origins and sources. A yoga teacher can explain that Yoga is not a monolithic or static tradition but a living and evolving one adapted to different contexts and needs over time. A yoga teacher can also mention Yoga’s various schools and lineages and how they have learned from their teachers and mentors. A yoga teacher could also cite Yoga’s original texts and scriptures, such as the Yoga Sutras, the Bhagavad Gita, or the Upanishads, and explain how they inform their practice and teaching. It would be inappropriate to repeat something you heard in another class without knowing why you are saying it or what your intention is for saying it. Yoga teachers should cite what you say and why you are saying it.

Diversity
Respecting students’ diversity and preferences is a fundamental aspect of teaching Yoga. A yoga teacher could emphasise that Yoga is not a religion but a philosophy and a way of life compatible with any faith or belief system. Avoiding the imposition of any dogma or doctrine and encouraging students to explore and discover their meaning and purpose in Yoga is also essential.

Philosophy studies the fundamental nature of knowledge, reality, and existence. It is a branch of human inquiry that uses rational arguments, logic, and evidence to explore various questions and problems. Philosophy can be used for different purposes, such as developing a personal worldview, understanding the origin and meaning of life, evaluating moral and ethical values, or critically examining the assumptions and methods of other disciplines. Philosophy can also improve our thinking skills, creativity, and communication abilities. Philosophy should be used as a tool for learning, questioning, and expanding our horizons rather than as a dogma, ideology, or authority. Philosophy should also be used with respect, humility, and openness, as it acknowledges the limits of human knowledge and the diversity of perspectives. An appropriate approach would be for a Yoga Teacher to show appreciation and gratitude for its origins and sources.

Yoga teachers should be mindful of the language and symbols used in classes. Avoiding offensive or inappropriate terms or images of some cultures or communities is a respectful practice. It is always worth seeking student feedback and consent. Adjusting teaching accordingly is another way to ensure respect and inclusivity. Firdose’s experience with the London Refugee Project is an example of a situation where this could have been better. I remember a yoga teacher being very frustrated with how the symbol of OM was displayed on a lifeform mat and explained that caring about checking what you use as a teacher is essential.

Intercultural Dialogue
Yoga teachers have the opportunity to foster intercultural dialogue and exchange, learning from diverse perspectives and experiences. They should communicate that Yoga is an inclusive practice that welcomes anyone who wants to learn and benefit from it, rather than being closed or exclusive.

Yoga teachers can also look for chances to collaborate and connect with other teachers and practitioners from various backgrounds and cultures, sharing and exchanging ideas. The Yoga and Politics course exemplifies the value of these interactions for many yoga practitioners.

Demonstrating cultural appropriateness involves discussing the importance of respecting students’ diversity and preferences and creating inclusive and respectful spaces for everyone. This can be achieved by using appropriate language, offering modifications, and avoiding assumptions.

The Yoga and Politics course illustrates the significance of intercultural dialogue in developing Yoga as a global practice. It shows how yoga teachers can promote this dialogue by networking and collaborating with others from diverse backgrounds and cultures. I will continue my studies of Yoga with a greater appreciation for its roots and further discussions with many others as we play all roles in the continuous development of Yoga in the future.