Reading the Violences of School Through a New Lens: A Literacy Teacher’s Changing Perspective in a US High School

References

• Augustine, Sharon M. 2014. “Living in a Post-Coding World: Analysis as Assemblage.” Qualitative Inquiry 20 (6): 747–753. https://doi.org/10.1177/1077800414530258.
   Web of Science ®Google Scholar
• Bajaj, M. 2008. “Critical Peace Education.” In Encyclopedia of Peace Education, edited by M. Bajaj, 135–146. Charlotte, NC: Information Age Publishing.
   Google Scholar
• Barad, Karen. 2007. Meeting the Universe Halfway: Quantum Physics and the Entanglement of Matter and Meaning. Durham: Duke University Press.
   Google Scholar
• Barad, Karen. 2014. “Diffracting Diffraction: Cutting Together-Apart.” Parallax 20 (3): 168–187. https://doi.org/10.1080/13534645.2014.927623.
   Web of Science ®Google Scholar
• Bozalek, Vivienne, and Michalinos Zembylas. 2016. “Critical Posthumanism, New Materialisms and the Affective Turn for Socially Just Pedagogies in Higher Education: Part 2.” South African Journal of Higher Education 30 (3): 193–200.
   Google Scholar
• Chapple, Christopher K. 2002. “The Living Earth of Jainism and the New Story: Rediscovering and Reclaiming a Functional Cosmology.” In Jainism and Ecology: Nonviolence in the Web of Life, edited by C.K. Chapple, 119–139. Cambridge, MA: Harvard University Press.
   Google Scholar
• Chubbuck, Sharon, and Michalinos Zembylas. 2011. “Toward a Critical Pedagogy for Nonviolence in Urban School Contexts.” Journal of Peace Education 8 (3): 259–275. https://doi.org/10.1080/17400201.2011.621362.
   Google Scholar
• Cochran-Smith, Marilyn, and Susan L. Lytle. 2009. Inquiry as Stance: Practitioner Research for the Next Generation. New York: Teachers College Press.
   Google Scholar
• Cohen, Jonathan. 2008. “Social, Emotional, Ethical, and Academic Education: Creating a Climate for Learning, Participation in Democracy, and Well-Being.” Harvard Educational Review 76 (2): 201–237. https://doi.org/10.17763/haer.76.2.j44854x1524644vn.
   Web of Science ®Google Scholar
• De Lissovoy, Noah. 2016. “Race, Reason and Reasonableness: Toward an ‘Unreasonable’ Pedagogy.” Educational Studies 52 (4): 346–362. https://doi.org/10.1080/00131946.2016.1190367.
   Web of Science ®Google Scholar
• Dunn, Mandie Bevels. 2021. “Teaching Literature Following Loss: Teachers’ Adherence to Emotional Rules.” English Teaching: Practice & Critique 20 (3): 354–367. https://doi.org/10.1108/ETPC-11-2020-0147.
   Web of Science ®Google Scholar
• Dyson, Anne H., and Cynthia Genishi. 2005. On the Case: Approaches to Language and Literacy Research. New York: Teachers College Press.
   Google Scholar
• Emerson, Robert M., Rachel I. Fretz, and Linda L. Shaw. 2011. Writing Ethnographic Fieldnotes. Chicago: University of Chicago Press.
   Google Scholar
• Erickson, Frederick. 2012. “Studying Side-By-Side: Collaborative Action Research in Educational Research.” In Innovations in Educational Ethnography: Theories, Methods, and Results, edited by G. Spindler, L. Hammond, and T. L. Barcenal, 235–257. New York: Psychology Press.
   Google Scholar
• Freire, Paulo. 1970/1996 /2000. Pedagogy of the Oppressed. New York, NY: Bloomsbury.
   Google Scholar
• Freire, Paulo, and Donald Macedo. 1978/2005. Literacy: Reading the Word and the World. London: Routledge.
   Google Scholar
• Galtung, Johan. 1969. “Violence, Peace, and Peace Research.” Journal of Peace Research 6 (3): 167–191. https://doi.org/10.1177/002234336900600301.
   Google Scholar
• Galtung, Johan. 1990. “Cultural Violence.” Journal of Peace Research 27 (3): 291–305. https://doi.org/10.1177/0022343390027003005.
   Web of Science ®Google Scholar
• Greene, Maxine. 1995. Releasing the Imagination: Essays on Education, the Arts, and Social Change. San Francisco: Jossey-Bass.
   Google Scholar
• Harris, Ian M. 1990. “The Goals of Peace Education.” Peace Review 2 (2): 4–7. https://doi.org/10.1080/10402659008425540.
   Google Scholar
• hooks, bell. 1994. Teaching to Transgress: Education as the Practice of Freedom. New York: Routledge.
   Google Scholar
• Jackson, Alecia Y. 2013. “Posthumanist Data Analysis of Mangling Practices.” International Journal of Qualitative Studies in Education 26 (6): 741–748. https://doi.org/10.1080/09518398.2013.788762.
   Google Scholar
• Jackson, Alecia Y., and Lisa A. Mazzei. 2012. Thinking with Theory in Qualitative Research: Using Epistemological Frameworks in the Production of Meaning. New York: Routledge.
   Google Scholar
• Kennedy, Aileen. 2014. “‘Understanding Continuing Professional Development: The Need for Theory to Impact on Policy and Practice.” Professional Development in Education 40 (5): 688–697. https://doi.org/10.1080/19415257.2014.955122.
   Google Scholar
• Kvale, Steinar. 1995. “The Social Construction of Validity.” Qualitative Inquiry 1 (1): 19–40. https://doi.org/10.1177/107780049500100103.
   Google Scholar
• Land, Charlotte L. 2022. “Recentering Purpose and Audience as Part of a Critical, Humanizing Approach to Writing Instruction.” Reading Research Quarterly 57 (1): 37–58. https://doi.org/10.1002/rrq.371.
   Web of Science ®Google Scholar
• Lather, Patti. 1993. “Fertile Obsession: Validity After Poststructuralism.” The Sociological Quarterly 34 (4): 673–693. https://doi.org/10.1111/j.1533-8525.1993.tb00112.x.
   Web of Science ®Google Scholar
• MacLure, Maggie. 2013. “The Wonder of Data.” Cultural Studies ↔ Critical Methodologies 13 (4): 228–232. https://doi.org/10.1177/1532708613487863.
   Google Scholar
• McLaren, Peter. 2009. “Critical Pedagogy: A Look at Major Concepts.” In The Critical Pedagogy Reader, edited by A. Darder, M. Baltodano, and R. D. Torres, 61–83. 2nd ed. New York, NY: Routledge.
   Google Scholar
• McLaren, Peter, and Jennifer Crawford. 2008. “Critical Pedagogy.” In Encyclopedia of Curriculum Studies, edited by C. Kridel, 147–149. New York: Sage.
   Google Scholar
• Mezirow, Jack. 1991. Transformative Dimensions of Adult Learning. San Francisco: Jossey-Bass.
   Google Scholar
• Mezirow, Jack. 1997. “Transformative Learning: Theory to Practice.” New Directions for Adult & Continuing Education 1997 (74): 5–12. https://doi.org/10.1002/ace.7401.
   Google Scholar
• Patterson, Timothy. 2015. “The Transformative Power of Travel? Four Social Studies Teachers Reflect on Their International Professional Development.” Theory & Research in Social Education 43 (3): 345–371. https://doi.org/10.1080/00933104.2015.1064504.
   Web of Science ®Google Scholar
• Phillips, Stephen.2008. “Nonharmfulness (Ahimsā) in Classical Indian Thought.” In Encyclopedia of Violence, Peace, & Conflict (Second Edition), edited by Lester Kurtz, 1347–1356. San Diego, CA: Academic Press. https://doi.org/10.1016/B978-012373985-8.00114-8.
   Google Scholar
• Rankin, Aidan. 2009. “Karmic Ecology: Lessons from the Jain Dharma.” Trumpeter 25 (2): 13–17.
   Google Scholar
• Rubin, Jessica C. 2018. “Rethinking Literacy and Responsibility: A Diffractive Engagement with Posthumanist Education and Jain Nonviolence.” Literacy Research: Theory, Method, & Practice 67 (1): 327–342. https://doi.org/10.1177/2381336918786731.
   Google Scholar
• Rubin, Jessica C. 2020. “Third Spaces and Tensions: Teacher Experiences in an International Professional Development Program.” Teaching & Teacher Education 95:103141. https://doi.org/10.1016/j.tate.2020.103141.
   Web of Science ®Google Scholar
• Scanlon, Dylan, Ann MacPhail, and Antonio Calderón. 2022. “A Rhizomatic Exploration of a Professional Development Non-Linear Approach to Learning and Teaching: Two Teachers’ Learning Journeys in ‘Becoming Different’.” Teaching and Teacher Education 115:103730. https://doi.org/10.1016/j.tate.2022.103730.
   Web of Science ®Google Scholar
• Singhvi, L. M. 2002. “The Jain Declaration on Nature. In Jainism and Ecology: Nonviolence in the Web of Life.” In Jainism and Ecology: Nonviolence in the Web of Life, edited by C.K. Chapple, 217–224. Cambridge, MA: Harvard University Press.
   Google Scholar
• Strom, Kathryn J., Tammy Mills, and Linda Abrams. 2023. Non-Linear Perspectives on Teacher Development: Complexity in Professional Learning and Practice. Abingdon, UK: Taylor & Francis.
   Google Scholar
• Vallely, Anne. 2002. “From Liberation to Ecology: Ethical Discourses Among Orthodox and Diaspora Jains.” In Jainism and Ecology: Nonviolence in the Web of Life, edited by C.K. Chapple, 193–216. Cambridge, MA: Harvard University Press.
   Google Scholar
• Vannini, Phillip. 2015. “Enlivening Ethnography Through the Irrealis Mood: In Search of a More-than-representational Style.” In Non-representational methodologies, edited by Phillip Vannini, 112–129. New York: Routledge. https://doi.org/10.4324/9781315883540.
   Google Scholar
• Wang, Hongyu. 2013. “A Nonviolent Approach to Social Justice Education.” Educational Studies 49 (6): 485–503. https://doi.org/10.1080/00131946.2013.844147.
   Google Scholar
• Whitney, Anne. 2008. “Teacher Transformation in the National Writing Project.” Research in the Teaching of English 43 (2): 144–187.
   Web of Science ®Google Scholar
• Wink, Joan. 2005. Critical Pedagogy: Notes from the Real World. New York: Pearson/Allyn & Bacon.
   Google Scholar
• Zapata, Angie, Candace R. Kuby, and Jaye Johnson Thiel. 2018. “Encounters with Writing: Becoming-With Posthumanist Ethics.” Journal of Literacy Research 50 (4): 478–501. https://doi.org/10.1177/1086296X18803707.
   Web of Science ®Google Scholar