Teaching about gender-based violence involves dealing with a form of difficult knowledge and as such calls for substantial emotional, political and pedagogical labour on the part of educators. In this paper, we discuss how we have drawn on theoretical perspectives offered by Judith Butler, along with the Deleuzian notion of affective assemblages…

Sexual violence is a global phenomenon needing sustainable interventions. The article extends findings from media literacy scholars by exploring ways that critical media literacy (CML) pedagogies can be used to teach affirmative consent education for the purposes of violence prevention. The article is not a curriculum blue-print, as the pedagogies…

Teacher identity work throughout one's academic studies and career has been shown to have a positive impact on teachers' resilience and longevity in the field, in contrast to those who do not engage in these kinds of reflexive practices. This research expands our understanding of teacher identities and how they develop within and outside school…

The paper explores how might teacher educators engage with teachers' difficult knowledge and negotiate competing moral truths, when this effort obviously fails to provide adequate 'answers' or 'solutions'. Although the paper is theoretical, this question's point of departure is an incident from a series of teacher workshops in Cyprus. The question…

The purpose of this research was to investigate the transformative learning experiences of formerly incarcerated participants in The Alternatives to Violence Project (AVP), a three-level experiential training program in nonviolent conflict resolution. It explores participants' interpretation of changes in their mindsets about violence and…

In this afterword we bring insights from the special issue into conversation with the ongoing educational challenges of imagining the world differently. To do so, we consider how global mobilities are conceptualized and materialized within three "pillars" of the architecture of modern existence: the nation-state, global capital, and…

As antiviolence activists and university professors teaching and learning about violence prevention and feminist movements, authors Laurie Fuller and Ann Russo write that they are inspired by the collaborative visioning of Critical Resistance and Incite! Women of Color Against Violence with regard to ending violence without reproducing it. Fuller…

Adversity has always been a part of life, however, today's hurricanes and earthquakes in increasingly populated areas, violent unrest creating a global refugee crisis, battlefield stress and work-place harassment, and the challenges of aging populations are demanding a better understanding of how individuals cope with adversity regardless of the…

This paper considers the difficulties that accompany projects in education variously configured around a multicultural or intercultural label, particularly when they are built upon, for example, idealised conceptions of humanity, notions of the common good and dialogue, or ideas of recognition. My premise here is that, while such idealisations may…

In the aftermath of violent conflict, divided societies have to answer the important question of whether, when and how to address their country's violent past within their educational system. Whereas some scholars within the field of peace education and transitional justice argue that addressing the violent past in the classroom is important for…

From the perspective that we live amidst an ecology of violence, we contend that educators should not circumscribe their ethical roles by endorsing the dominant individualistic goals and practices of moral education. To counter a pervading worldview of violence and tolerance for violence, we propose instead that teachers embrace the multifaceted…

This article takes its retrospective lead from the oppressive schooling years during the Chinese Cultural Revolution to reflect on the educational significance of artistic activities through considering aesthetic virtues and moral agency cultivated in these activities. Describing an unconventional educational milieu where schooling was…

This paper critically engages observations from a school that was aligned with a resistance movement in Lebanon during a post-war period of sustained political violence (2006-2007). Focusing on the pedagogical practices at one community-centered and community-led Shi'a Islamic urban school, the paper draws on extensive ethnographic data to…

This article develops a complex understanding of safe space in relation to adult refugee learners' oral literacy practice of telling stories of violent life experiences in English as a second language (ESL) classrooms. A rhizoanalytic approach brings theoretical and empirical elements into conversation to ask two questions. Can the exigencies of…

Peace studies and peace education are multifaceted processes focusing on diverse audiences from children in elementary grades to those involved in political negotiations at the highest levels. This paper addresses the foundational importance of including conflict embedded in adult-child relationships in peace education. It conceptually grounds…