A Nonviolent Approach to Social Justice Education

Autor/in	Wang, Hongyu
Titel	A Nonviolent Approach to Social Justice Education
Quelle	In: Educational Studies: Journal of the American Educational Studies Association, 49 (2013) 6, S.485-503 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1946
DOI	10.1080/00131946.2013.844147
Schlagwörter	Violence; Peace; Social Justice; Educational Methods; Literature Reviews; Critical Theory; Interpersonal Relationship; Psychological Patterns; Teacher Education; Cultural Differences; Cultural Pluralism; Emotional Response; Racial Differences; Minority Groups; Multicultural Education; Religious Factors; Philosophy + Suchen Sie Ihr Suchwort? Gewalt; Frieden; Soziale Gerechtigkeit; Educational method; Erziehungsmethode; Kritische Theorie; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Lehrerausbildung; Lehrerbildung; Kultureller Unterschied; Kulturpluralismus; Emotionales Verhalten; Rassenunterschied; Ethnische Minderheit; Multikulturelle Erziehung; Philosophie
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10