In this paper we examine the relationship between mindfulness, memoir, and critical pedagogy. We propose that memoir links critical pedagogy and contemplative practice, furthering the goals of both. This proposal is rooted in an analysis of three years’ worth of memoirs prepared by students in a Peace and Justice Studies course. Our study shows that the pedagogical strategy we have employed assists students’ increased self-awareness as well as insight regarding their inter-connectedness with other living beings. Both the study and contemplative practice of memoir root this awareness in the specific places, relationships, and situations that form our students' lives. Students are thus situated for deeper reflection regarding the ways their own lives are linked with the destiny of a much larger world reality, and specifically, with questions of peace and justice.