Disarming educational discourse

Engendering nonviolence in the classroom through play, humor, and compassion

Bibliographic Data

ID21747236
AuthorsJon L Smythe (0000-0003-2579-732X, BSCS Science Learning, corresponding author), Jennifer Schneider (0000-0002-3473-8009, Curriculum Studies, Oklahoma State University), Jennifer M Schneider (0009-0001-2409-1029, BSCS Science Learning), Jennifer Williams (0000-0003-1410-0427, Curriculum Studies, Oklahoma State University), Jennifer S Williams (0000-0001-9501-7662, BSCS Science Learning)
Year2025
Pages1-22
Publication date2025-10-20
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueJournal of Curriculum and Pedagogy (JOURNAL)
Journal identifiersISSN: 1550-5170 • E-ISSN: 2156-8154
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/15505170.2025.2571529
OpenAlexW4415369968
LanguageEN
References cited23

Education in the United States has long been shaped by war metaphors that influence the emotional and relational life of classrooms. This paper draws on nonviolence as both a curricular and pedagogical response to confront and disarm such discursive violence. Drawing on Wang’s work, nonviolence is framed here as an active, embodied commitment to care, openness, and relational presence. Through lived classroom examples and reflective analysis, we explore how practices such as play, humor, and compassion can disrupt combative narratives, invite creativity, and strengthen community. Together, these approaches cultivate conditions for nonviolence and foster mutual respect between students and educators

Compassion · Dehumanization · Ethnography · Power structure · Qualitative research · Education and Critical Thinking Development · Indian History and Philosophy · Innovative Teaching Methods

Tools

Open DOI