This book conceptualizes nonviolence in multiple dimensions and interdisciplinary lenses, centering on nonviolent relationality beyond categorical thinking, bridging inner work and outer work, and aspiring to transcend dualism and divisions to transform pedagogy and curriculum dynamics as well as curriculum studies as a field.

In curriculum studies, we pay critical attention to violence in various forms; why not to nonviolence? This original and inspirational book foregrounds nonviolence as a positive force in education through multidimensional, complex, and interdisciplinary lenses. Starlight for shifting relational dynamics in a time of darkness and crises to co-create mutual-flourishing pathways, nonviolence not only has an inherent capacity to treat the roots of violence but is also built on a deeply shared sense of interconnectedness that fosters individual and communal integration. "Nonviolence or nonexistence" is an urgent call. This book (with writings that span a decade) conceptualizes nonviolence education through multilayered, evolving, and cross-disciplinary perspectives, centering on nonviolent relationality that engages with differences within the self and with the other (including the non-human other) to bridge inner work and outer work, transcend dualism and divisions, and transform pedagogy and curriculum dynamics. Drawing upon international and indigenous wisdom, Gandhi-King philosophies of nonviolent social change, theories of the human psyche and currere, post-structural theories, and feminism, this book explicates nonviolence as curriculum and educational renewal in an ongoing process, infused by attuned, improvised, creative, and integrative energy that holds tensions, cultivates compassion, and inspires awakenings. Scholars, students, and practitioners in the fields of curriculum studies, nonviolence studies, peace education, teaching and learning, educational foundations, philosophy of education, international education, East/West inquiry, and community based education will welcome this book.

Autorentext

Hongyu Wang is a professor in Curriculum Studies at Oklahoma State University-Tulsa. Her scholarship and teaching areas include nonviolence education, curriculum theory, international dialogues, mindful teaching, and the inner landscape of education. She has authored numerous articles and scholarly books.

Inhalt

Acknowledgments - Awakenings: An Autobiographical, Intellectual, and Pedagogical Journey - Ethics of Nonviolence as a Curriculum Vision (2010) - A Nonviolent Approach to Social Justice Education (2013) - Confucian Self-cultivation and Daoist Personhood: Implications for Peace Education (2013) - A Nonviolent Perspective on Internationalizing Curriculum Studies (2014) -Unteachable Moments and Pedagogical Relationships (2016) - An Integrative Psychic life, Nonviolent Relations, and Curriculum Dynamics in Teacher Education (2019) - Nonviolence as Teacher Education: A Qualitative Study in Challenges and Possibilities (2018) - Curriculum as Mindfully Lived in Relationship (2023) (Hannah Hunter- Lynch, Denise Kimblern, Danny Sexton, and Hongyu Wang) - "Think Back through Our Mothers:" A Curriculum of Organic Relationality (2021) -Feminist Approaches to Nonviolence and Curriculum Theory - Currere of Nonviolence: Starlight, a Ringing Bell, and Dream Work - Index.