Reading the Violences of School Through a New Lens

A Literacy Teacher’s Changing Perspective in a US High School

Bibliographic Data

ID12875813
AuthorsJessica Cira Rubin (0000-0002-4429-5440, University of Waikato, corresponding author)
Year2024
Volume21
Issue2
Pages210-230
Publication date2024-02-07
Open AccessYes
TypeARTICLE
VenueJournal of Peace Education (JOURNAL)
Journal identifiersISSN: 1740-0201 • E-ISSN: 1740-021X
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/17400201.2024.2314300
OpenAlexW4391614771
LanguageEN
References cited29

This analysis explores a literacy teacher's changing perspective about teaching in a prestigious high school after learning about ahimsa, or holistic nonviolence. Drawing from theories of transformational learning and critical pedagogy in addition to understandings of ahimsa, this article presents some of the participant's new perceptions about her teaching and about the culture of the elite high school where she worked, including perceptions of structural violence. New understandings suggest that in order for schools to be nonviolent spaces, structural violences need to be considered alongside more overtly visible forms of violence. There are also implications for teacher learning. When professional development supports transformational change, it can be both inspirational and unnerving, and might shift participants' perspectives and unsettle their ways of relating to established practices and familiar contexts

Art · Literacy · Mathematics education · Pedagogy · Perspective (graphical · Political science · Reading (process · Sociology · Visual arts · Critical and Liberation Pedagogy · Literacy, Media, and Education · Psychology · Teacher Education and Leadership Studies

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Open DOIOpen Access