Educators for Nonviolence

This page is dedicated to educators who are looking for new ways of bringing nonviolence into the classroom. New material will be added at least once or twice a week, so check in often.

Defining Discipline Within Restorative Practices

Discipline has been defined in a variety of seemingly contrasting ways. For example, discipline “is a repressive operation by which individuals are seasoned into productive labor” (Foucault, 1977). Moreover, it’s “a policy of coercions that act upon the body, a calculated manipulation of its elements, its gestures, its behavior…thus discipline produces subjected and practiced bodies,… read more

Celebrating Gandhi in Charleston, WV

The India Center in Charleston, West Virginia celebrates Gandhi Jayanti, (Spinning Wheel Day, in honor of Gandhi’s birthday, October 2) each year by inviting a guest speaker to talk about a different theme relating to Gandhi and nonviolence. The celebration also includes dinner, interfaith prayers, songs by the children’s choir, and a poster and essay contest for… read more

The Bartleby Project

In the end of his book, Weapons of Mass Instruction: A Schoolteacher’s Journey through the Dark World  of Compulsory Schooling,  John Taylor Gatto outlines his plan for a very simple project that could have a powerful impact on the future of public schooling. He suggests that everyone involved with schooling, from teachers to students to… read more

The Socialization of the Nonviolent

I recently listened to an Invisibilia podcast called “Becoming the Batman,” in which the hosts discuss the concept that blindness is a social construction. They talk to the author of the book The Making of Blind Men, Robert Scott, who explains it simply: “The disability of blindness is a learned social role.” He goes on… read more

School COCs: Integrating Restorative Practices

School systems use standardized “codes of conducts” (COCs) to govern student behavior and conduct as well as what responses should follow these behaviors. These codes must formally comply with federal, state, and local laws, and are often informally amenable to student, teacher, staff, and parent needs. Present example justifications from two districts’ COCs include: “Educated… read more

Social and Emotional Learning

Many schools see the value of teaching social and emotional skills so that their students will succeed in their personal and academic lives. Although there are a variety of ways to promote this type of well-being, many federal, state, and local education agencies mandate that schools implement programs based on the social and emotional learning… read more

8 Restorative Practices Concerns Addressed

My last post covered eight prominent concerns that can hold schools back from adopting restorative practices (RPS). Many of these concerns can be proactively addressed, making it easier for schools to implement RPS. Starting suggestions, by concern: 1.) Schools are not ready for restorative practices Although an administrator may have legitimate organizational preparedness concerns and… read more

Restorative Practices in Schools: 8 Concerns

Given the reasons that restorative practices in schools could be a good idea (see those reasons here, here, and here), why aren’t all schools adopting restorative practices? Based on my experiences in restorative practices—teaching, researching, and consulting with schools—I’ve come to see eight prominent concerns. 1. Schools are not ready for restorative practices There likely… read more