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      Decolonising non-violence: what Indigenous wisdom traditions contribute to non-violence teacher education

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          Abstract

          Knowledge systems and social philosophies from Indigenous communities in the Global South have long promoted non-violence through a sense of shared humanity and community building, and as such are valid counter-hegemonic alternatives to the existing colonial, Eurocentric model of knowledge production in use. This article details the contributions made by two specific Indigenous wisdom traditions – ubuntu and Buen Vivir – to a non-violence education teacher training programme in Chile framed within decolonial epistemologies. Using participatory workshops as a method, this study sought to offer Chilean trainee teachers a set of tools to explore issues of discrimination and exclusion and to deal with tensions arising from these issues informed by non-violent approaches. Participants read and reflected on how these wisdom traditions could contribute to their own teaching practice and later planned and facilitated a session with their peers to help them develop awareness on the principles of ubuntu and Buen Vivir. Results show paradigm shifts in three areas: individual versus collective action; their perception of human interconnectedness and of our interconnectedness with the environment; and how these perspectives could inform their teaching practice to foster greater inclusiveness.

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          Using thematic analysis in psychology

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            Violence, Peace, and Peace Research

            J. Galtung (1969)
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              Cultural Violence

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                Author and article information

                Journal
                IJDEGL
                International Journal of Development Education and Global Learning
                Int. J. Dev. Educ. Global Learn.
                UCL Press
                1756-5278
                21 December 2023
                : 15
                : 2
                : 1
                Affiliations
                [1 ]PhD candidate, University of Glasgow, Glasgow, UK
                Author notes
                Author information
                https://orcid.org/0000-0002-9802-7249
                Article
                IJDEGL-15-1
                10.14324/IJDEGL.15.2.01
                22cc5b70-c33f-4b57-8990-48df74c210a6
                2023, Gaston Bacquet Quiroga.

                This is an open-access article distributed under the terms of the Creative Commons Attribution Licence (CC BY) 4.0 https://creativecommons.org/licenses/by/4.0/, which permits unrestricted use, distribution and reproduction in any medium, provided the original author and source are credited • DOI: https://doi.org/10.14324/IJDEGL.15.2.01.

                History
                : 01 May 2023
                : 31 October 2023
                Page count
                Pages: 18
                Categories
                Research article
                Custom metadata
                Bacquet Quiroga, G. (2023) ‘Decolonising non-violence: what Indigenous wisdom traditions contribute to non-violence teacher education’. International Journal of Development Education and Global Learning, 15 (2), 69–86. DOI: https://doi.org/10.14324/IJDEGL.15.2.01.

                Education,Assessment, Evaluation & Research methods,General education
                Indigenous wisdom traditions,non-violence,teacher training,ubuntu,non-violence education

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