Decolonial perspectives on nonviolence: Building inclusive learning communities in Chile through a participatory approach

Bacquet Quiroga, Gaston Esteban (2024) Decolonial perspectives on nonviolence: Building inclusive learning communities in Chile through a participatory approach. PhD thesis, University of Glasgow.

Abstract

My thesis addresses the question of how nonviolence approaches and perspectives might equip Chilean teachers to deal with rising levels of classroom violence expressed in intolerance and discrimination towards members of marginalized communities. Nonviolence has had important historical successes in achieving social change in different cultural contexts, and yet it remained unexplored in Chile. In this thesis, I argue that the study and practice of nonviolence can provide a sustainable path to address existing direct, cultural and structural violence in Chilean classrooms. Drawing from a wide scope of nonWestern and decolonial philosophical practices, ranging from Buddhism and other international wisdom traditions to intercultural perspectives influenced by cosmopolitanism, as well as the work of Western nonviolence advocates and scholars, I engaged students on a teacher training degree in studying and practicing nonviolence. A series of participatory workshops with students from two Chilean universities was conducted to explore the relationship between violence and inequality and the impact of nonviolent action to promote equality and inclusiveness in their classrooms. The research project also provided an opportunity for participants to design and attempt strategies drawing upon their understanding of nonviolence. This thesis charts their – and my own - transformative journey towards becoming nonviolent educators and embracing nonviolence as path for social justice, and how the study and practice of the theories presented supported that journey.

• Item Type: Thesis (PhD)
• Qualification Level: Doctoral
• Subjects: L Education > L Education (General); L Education > LB Theory and practice of education
• Colleges/Schools: College of Social Sciences > School of Education
• Supervisor's Name: Fassetta, Dr. Giovanna and Moskal, Professor Marta
• Date of Award: 2024
• Depositing User: Theses Team
• Unique ID: glathesis:2024-84290
• Copyright: Copyright of this thesis is held by the author.
• Date Deposited: 02 May 2024 10:55
• Last Modified: 02 May 2024 11:05
• Thesis DOI: 10.5525/gla.thesis.84290
• URI: https://theses.gla.ac.uk/id/eprint/84290

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