Nonviolence as a Daily Practice in Education: A Curriculum Vision

  • Hongyu WangEmail author


This chapter evokes nonviolence—the calling of our time—as a curriculum vision to rethink our daily educational work. The task of the curriculum theorist in the local, national, and international world is to practice nonviolence in everyday educational life. Nonviolence—cultivating the integration of body and mind and promoting compassionate relationships—should lie at the heart of today’s education. In this paper, I first discuss the concept of nonviolence and then explore three important aspects of engaging nonviolence in education: nonviolent engagement with the self, nonviolent relationships with difference, and practicing nonviolence as an essential task of the curriculum theorist. In so doing, I also explore different intellectual traditions in curriculum studies and their contributions to this vision, including nonviolence studies, psychoanalysis, post-structuralism, and international wisdom traditions.


  1. Addams, J. (2007). Newer ideals of peace. Urbana: University of Illinois Press (Original published in 1906).Google Scholar
  2. The Association of Canadian Deans of Education. (2014). The accord on the internationalization of education. Retrieved from:
  3. Bolliger, L., & Wang, H. (2013). Pedagogy of nonviolence. Journal of Curriculum and Pedagogy, 10(2), 112–114.CrossRefGoogle Scholar
  4. Derrida, J. (1992). The other heading (Trans. from French by P. Brault & M. B. Naas). Bloomington: Indiana University Press.Google Scholar
  5. Harris, I. (2008). History of peace education. In M. Bajaj (Ed.), Encyclopedia of peace education (pp. 15–24). Charlotte, NC: Information Age Publishing.Google Scholar
  6. Hershock, P. (2013). Valuing diversity. New York: SUNY Press.Google Scholar
  7. Jardine, D. W. (2012). Pedagogy left in peace. London: Continuum.Google Scholar
  8. Jardine, D. W. (in press). In praise of radiant beings. Charlotte, NC: Information Age Publishing.Google Scholar
  9. Kristeva, J. (1993). Nation without nationalism (L. S. Roudiez, Trans.). New York: Columbia University Press.Google Scholar
  10. Kumar, A. (2013). Curriculum as meditative inquiry. New York: Palgrave Macmillan.CrossRefGoogle Scholar
  11. Lynd, S., & Lynd, A. (Eds.). (2006). Nonviolence in America. Maryknoll, NY: Orbis Books.Google Scholar
  12. Miller, J. (2005). Sounds of silence breaking. New York: Peter Lang.Google Scholar
  13. Nagler, M. N. (2004). The search for a nonviolent future. Makawao, HI: Inner Ocean Publishing.Google Scholar
  14. Pinar, W. F. (1972). Working from within. In W. F. Pinar (1994), Autobiography, politics and sexuality (pp. 7–11). New York: Peter Lang.Google Scholar
  15. Pinar, W. F. (2011). The character of curriculum studies. New York: Palgrave Macmillan.Google Scholar
  16. Pinar, W. F. (Ed.). (2014). The international handbook of curriculum research (2nd ed.). New York: Routledge.Google Scholar
  17. Poindexter, N. K. (2015). Holocaust education and nonviolence. Presentation at the 5th triennial meeting of the International Association for the Advancement of Curriculum Studies, May 26–29, University of Ottawa, Canada.Google Scholar
  18. Quinn, M. (2014). Peace and pedagogy primer. New York: Peter Lang.CrossRefGoogle Scholar
  19. Shim, J. M. (2012). Exploring how teachers’ emotions interact with intercultural texts. Curriculum Inquiry, 42(4), 472–496.CrossRefGoogle Scholar
  20. Shim, J. M. (2014). Multicultural education as an emotional situation. Journal of Curriculum Studies, 46(1), 116–137.CrossRefGoogle Scholar
  21. Taylor, J. (2009). The wisdom of your dreams. New York: Jeremy P. Tarcher/Penguin.Google Scholar
  22. Todd, S. (2001). Bring more than I contain. Journal of Curriculum Studies, 33(4), 431–450.CrossRefGoogle Scholar
  23. Todd, S. (2003). Learning from the other. New York: SUNY press.Google Scholar
  24. Tutu, D. (1999). No future without forgiveness. New York: Doubleday.CrossRefGoogle Scholar
  25. Wang, H. (2004). The call from the stranger on a journey home. New York: Peter Lang.Google Scholar
  26. Wang, H. (2010). A zero space of nonviolence. Journal of Curriculum Theorizing, 26(1), 1–8.Google Scholar
  27. Wang, H. (2013). A nonviolent approach to social justice education. Educational Studies, 49(6), 485–503.CrossRefGoogle Scholar
  28. Wang, H. (2014a). Nonviolence and education. New York: Peter Lang.CrossRefGoogle Scholar
  29. Wang, H. (2014b). A nonviolent perspective on internationalizing curriculum studies. In W. F. Pinar (Ed.), The international handbook of curriculum research (2nd ed., pp. 69–76). New York: Routledge.Google Scholar
  30. Weigert, K. M. (1999). Moral dimensions of peace studies. In K. M. Weigert & R. J. Crews (Eds.), Teaching for justice (pp. 9–21). Washington, DC: American Association for Higher Education.Google Scholar

Copyright information

© The Author(s) 2019

Authors and Affiliations

  1. 1.JenksUSA

Personalised recommendations