The Dynamic Dance of Nonviolence in Education: Embracing Tensions and Embodiment in Critical Times


Abstract views: 53 / PDF downloads: 89

Authors

DOI:

https://doi.org/10.5281/zenodo.10183752

Keywords:

Nonviolence education, curriculum studies, aesthetics, embodiment, mindfulness

Abstract

The lack of attention to nonviolence in education is highly problematic, and this article elaborates nonviolence as a new direction in a time of crisis. First, nonviolence is conceptualized as holding tensions to contest violence and cultivate nonviolent relations in the everyday praxis of education in both inner work and outer work in engaging social differences. Second, an aesthetics-based approach at intrapersonal, interpersonal, and transpersonal levels is introduced to address violence and nonviolence in curriculum. Third, we conceptualize how embodied living and mindfulness are crucial components in understanding and practicing nonviolence. This article brings philosophical understanding, artistic attunement, and a meditative stance together to demonstrate what possibilities can be opened by embracing nonviolence in curriculum studies. Throughout the article, we argue that nonviolence not only opposes violence but is also a positive, integrative force that we should become attuned to in order to transform curriculum and education. In addition, we discuss three theoretical and practical implications of our work, as well as four domains for further research.

References

Adams, D. W. (1995). Education for extinction: American Indians and the boarding school experience 1875-1928. University Press of Kansas.

Apple, M. W. (2006). Educating the “right” way: Markets, standards, God, and inequality (2nd ed.). Routledge.

Bailey, L. E., & Kingston, A. M. (2020). Pilgrimage as a mode of inquiry: the Oklahoma City bombing memorial as entangled place of education. Journal of Peace Education, 17(3), 283-307. https://doi.org/10.1080/17400201.2020.1808778

Berleant, A. (2019). Reflections on the aesthetics of violence. Contemporary Aesthetics, 7, 1-13. https://digitalcommons.risd.edu/liberalarts_contempaesthetics/vol0/iss7/7/

Braud, W. (2006). Educating the “more” in holistic transpersonal higher education: a 30+ year perspective on the approach of the institute of transpersonal psychology. The Journal of Transpersonal Psychology, 38(2), 133-158.

Breithaupt, F. (2019). The dark sides of empathy. Cornell University Press.

Burns, J. (in press). Curriculum and the problem of violence. Routledge.

Butler, J. (2020). The force of non-violence. Verso.

Charlotte Academy of Music [CAM]. (2023). Cultivating empathy through music, art, and theatre. Retrieved August 2, 2023, from https://www.charlotteacademyofmusic.com/cultivating-empathy-through-music-art-and-theatre/

Child, B. J. (2000). Boarding school seasons: American Indian families, 1900-1940. University of Nebraska Press.

Collins (2023). Standardize. In Collins dictionary. Retrieved November 10, 2023, from

https://www.collinsdictionary.com/us/dictionary/english/standardize

Culliford, L. (2017). Spirituality and art. Psychology Today. Retrieved July 13, 2023, from

https://www.psychologytoday.com/us/blog/spiritual-wisdom-secular-times/201712/spirituality-and-art

Cunningham, R. M. (2021). Archetypal nonviolence. Routledge.

Curry, S. (2021). Art and empathy: Four thought leaders explain the connection. Minneapolis Institute of Art. Retrieved September 5, 2023, from

https://new.artsmia.org/stories/art-and-empathy-four-thought-leaders-explain-the-connection

Delagran, L. (2023). How does nature impact our wellbeing? University of Minnesota. Retrieved July 28, 2023, from https://www.takingcharge.csh.umn.edu/how-does-nature-impact-our-wellbeing

Derrida, J. (1991). The other heading. Indiana University Press.

Development Services Group, Inc. (2016). Arts-based programs and arts therapies for at-risk, justice-involved, and traumatized youths. OJJDP. Retrieved November 10, 2023, from https://www.ojjdp.gov/mpg/litreviews/Arts-Based-Programs-for-Youth.pdf

Dewey, J. (2005/1934). Art as experience. Penguin Group.

Fernandes, L. (2003). Transforming feminist practice. Aunt Lute Books.

Hanh, T. N. (2017). The art of living. HarperCollins.

Hanh, T. N. (1976). The miracle of mindfulness. Beacon Press.

Hershock, P. (2012). Valuing diversity. SUNY Press.

Hunter, J. (2013). World peace and other 4th-grade achievements. An Eamon Dolan Book.

Irwin, R. L. (2006). Walking to create a spiritual currere. Visual Arts Research, 32(1), 75-82.

Gocigdem, E. M. (2017). Five ways museums can increase empathy in the world. Greater Good. Retrieved July 19, 2023, https://greatergood.berkeley.edu/article/item/five_ways_museums_can_increase_empathy_in_the_world

Greene, M. (2001). Variations on a blue guitar. Teachers College Press.

Griggs, J., & Hooks, H. (2022). Engaging empathy: Creating connections by exploring art, literature, history, and social justice issues. NCTE. Retrieved September 7, 2023, https://ncte.org/blog/2021/09/engaging-empathy/

Haas, L. (2021). How nature helps us heal. Greater Good. Retrieved August 16, 2023, https://greatergood.berkeley.edu/article/item/how_nature_helps_us_heal

Jung, C. (1953). Two essays on analytical psychology. Princeton University Press.

Kabat-Zinn, J. (2018). Falling awake. Hachette Books.

Kaimal, G. (2023). How art can heal. American Scientist. Retrieved August 22, 2023, https://www.americanscientist.org/article/how-art-can-heal

King Jr., M. L. (2010). Stride toward freedom. Beacon Press.

King, R. (2018). Mindful of race. Sounds True.

Kim, J. (2023, March 27). A principal is fired, invited to Italy after students are shown Michelangelo’s David. NPR. Retrieved August 14, 2023, https://www.npr.org/2023/03/27/1166079167/tallahassee-classical-michelangelo-david-principal-fired

Kliebard, H. M. (2004). The struggle for the American curriculum, 1893-1958. Routledge.

Kristeva, J. (1993). Nations without nationalism. Columbia University Press.

Lanzoni, S. (2023). Empathy. Psyche. Retrieved August 16, 2023, https://psyche.co/ideas/empathy-is-at-heart-an-aesthetic-appreciation-of-the-other

Legault, S. (2006). Carry tiger to mountain. Arsenal Pulp Press.

Levine, S. K., Knill, P. J., Levine, E. G. (2004). Principles and practices of expressive arts therapy. Jessica Kingsley Publishers.

Macdonald, J. B. (1995). Theory as a prayerful act (B. J. Macdonald, Ed.). Peter Lang.

Magee, R. V. (2019). The inner work of racial justice. TarcherPerigee.

Malchiodi, C. A. (2003). Expressive art therapy and multimodal approaches. In C. A. Malchiodi (Ed.), Handbook of Art Therapy (pp. 106-117). The Guilford Press.

McGregor, J. (2013). Teaching nonviolence through humanities. Resilient Educator. Retrieved August 11, 2023, https://resilienteducator.com/classroom-resources/teaching-nonviolence-through-the-humanities/

Miller, J. (2010). Communities without consensus. In E. Malewski (Ed.), Curriculum studies handbook (pp. 95-100). Routledge.

Morris, M. (2016). Pushout: The criminalization of black girls in schools. The New Press.

Morizio, L. J., Cook, A. L., Troeger, R., & Whitehouse, A. (2021). Creating compassion: Using art for empathy learning with urban youth. Contemporary School Psychology, 26, 435–447. https://doi.org/10.1007/s40688-020-00346-1

Nagler, M. N. (2004). The search for a nonviolent future. Inner Ocean Publishing.

Nash, J. (2022). Expressive arts therapy. Positive Psychology. Retrieved September 9, 2023, https://positivepsychology.com/expressive-arts-therapy/

O’Loughlin, M. (2006). Embodiment and education. Springer.

PEN America. (2023). Educational gag orders. Retrieved September 3, 2023, https://pen.org/report/educational-gag-orders/

Pinar, W. F. (1994). Autobiography, politics, and sexuality. Peter Lang.

Pinar, W. F. (2012). What is curriculum theory (2nd ed.). Routledge.

Pinar, W. F. (2014). International handbook of curriculum research. Routledge.

Pinar, W. F. (2023). A praxis of presence in curriculum theory. Routledge.

Psyhogeos, M. K. (2018). Let’s talk about empathy. Retrieved August 25, 2023, https://www.greeklanguagecourses.com/lets-talk-about-empathy/

Quinn, M. (2021). Peace and curriculum studies. Oxford Research Encyclopedias, Education. http://doi.org/10.1093/acrdfore/978190264093.013.1444

Richard-Hamilton, F. (2021). The healing power of nature. Psychology Today. Retrieved July 19, 2023, https://www.psychologytoday.com/us/blog/the-roots-health/202111/the-healing-power-nature

Romano, A. (2022). Racial justice and nonviolence education. Routledge.

Ryan, F. X. (2011). Seeing together. The American Institute for Economic Research.

Sabzalian, L. (2019). Indigenous children’s survivance in public schools. Routledge.

Seed, J. (2017). I asked artists about empathy: Here is what they said… Medium. Retrieved August 1, 2023, https://johnseed.medium.com/i-asked-artists-about-empathy-here-is-what-they-said-b38c24b9494f

Springgay, S., & Freedman, D. (Eds.). (2007). Curriculum and the cultural body. Peter Lang.

Smith-Christopher, D. L. (Eds.) (2007). Subverting hatred. Orbis Books.

Swaim, E. (2022). 8 health benefits of getting back to nature and spending time outside. Healthline. Retrieved July 27, 2023, https://www.healthline.com/health/health-benefits-of-being-outdoors

The Dhammapada. (2007). (E. Easwaran, Trans.). Nilgiri Press.

Te Maihāroa, K, Ligaliga, M., Devere, H. (Eds.). (2022). Decolonising peace and conflict studies through Indigenous research. Palgrave Macmillian.

Thubten, A. (2019). Choosing compassion. Shambhla Publications.

Tzu, Lao (2002). Tao te ching. (R.A. Dale, Trans.). Barnes & Noble. (Original work published ca. 400 BCE).

Underhill, E. (1920). The essentials of mysticism and other essays. E.P. Dutton & Co.

Wang, H. (2014). Nonviolence and education. Routledge.

Wang, H. (2019). An integrative psychic life, nonviolent relations, and curriculum dynamics in teacher education. Studies in Philosophy and Education, 38, 377-395.

Wang, H. (2023). Awakenings to the calling of nonviolence in curriculum studies. Peter Lang.

Weir, K. (2020). Nurtured by nature. American Psychological Association, 51(3). Retrieved July 19, 2023, https://www.apa.org/monitor/2020/04/nurtured-nature

Downloads

Published

2023-12-25

How to Cite

Wang, H., Smythe, J. L., & Schneider, J. (2023). The Dynamic Dance of Nonviolence in Education: Embracing Tensions and Embodiment in Critical Times. Culture, Education, and Future, 1(2), 86–102. https://doi.org/10.5281/zenodo.10183752

Issue

Section

Articles