Theorizing Nonviolence and Peace in Curriculum Studies: International Conversations on Interdependence in a Worldwide Pandemic

Session Type: Symposium

Abstract

Our conceptions of and practices pertaining to peace and nonviolence in curriculum studies are powerfully implicated in our response to the present pandemics, witnessing more deeply our interconnectedness. Engaging international conversations on creative interdependence and educational equity and peace through Gandhian studies, Buddhism, Daoism, Ubuntu, and other indigenous wisdom, this panel illuminate how curriculum theory and practice can advance multiple pathways of peaceful relationality. Six presentations, in their intersections and different foci, affirm that peace and nonviolence both as a curriculum vision and daily practice are essential to curriculum and the internationalization of curriculum studies for a better world, including the inner world. Both conceptual and ethical re-imagining and re-creation emerge from this complicated and complex conversation.

Sub Unit

• Division B - Curriculum Studies / Division B - Section 3: Theories, Methodologies, and Philosophies of Curriculum Studies

Chair

• Molly Quinn, Louisiana State University

Papers

• Curricular Courses for Peace and Nonviolence Through the Speeches of Nobel Peace Laureates, 1901–2020 - Molly Quinn, Louisiana State University

• Nonviolence as an Educational Vision: Does Ubuntu Hold Any Promise? - Lesley Lionel Leonard Le Grange, Stellenbosch University

• Daisaku Ikeda and Peace, Justice, and Value Creation as Curriculum - Jason Goulah, DePaul University

• A Value-Creating Approach to Curricula in India: Gandhi and the Legacy of Nonviolence - Namrata Sharma, SUNY Oswego

• On Unknowability and Representations: Is Gandhi Good Enough for a Future of Nonviolence in Curriculum Studies? - Erik L. Malewski, Kennesaw State University

• Working From Within for a Curriculum of Nonviolence: Shadow Work and Daoist Interdependence - Hongyu Wang, Oklahoma State University - Tulsa