Citation

Wang H. Educ. Stud. (Mahwah, NJ) 2013; 49(6): 485-503.

Copyright

(Copyright © 2013, American Educational Studies Association, Publisher Taylor and Francis Group)

DOI

10.1080/00131946.2013.844147

PMID

unavailable

Abstract

This article advocates a nonviolent approach to social justice education. First, social justice education literature is reviewed, and two contrasting and influential approaches--critical theory and poststructural theory--are the focus of critical analysis. A nonviolent approach is proposed as an alternative. Second, the notion of social justice is reexamined to reveal its tie with the notion of the individual, and the concept of nonviolence in its emphasis on relationality is discussed. Three facets of nonviolence are further elaborated: relational dynamics, inner peace, and nonviolent means. Third, these facets are translated into important aspects of a pedagogy of nonviolence: Integrating the inner and the outer work; shifting the struggles of opposites to the interdependence of differences; using and improvising nonviolent teaching strategies. To enrich theoretical understandings and inspire practical insights, this article also interweaves international wisdom traditions (including African ubuntu, Buddist nonduality, and Taoist dynamics), my teaching experiences, and the formulation of a nonviolent social justice pedagogy in teacher education.

Language: en