| Title | 46. Decoloniality and nonviolence as a pedagogy of hope |
|---|---|
| Subtitle | Chilean pre-service teachers and their reconceptualisation of inclusive classrooms |
| Contributor | Gaston Bacquet (author) |
| DOI | https://doi.org/10.11647/obp.0462.46 |
| Landing page | https://www.openbookpublishers.com/books/10.11647/obp.0462/chapters/10.11647/obp.0462.46 |
| License | https://creativecommons.org/licenses/by-nc/4.0/ |
| Copyright | Gaston Bacquet; |
| Publisher | Open Book Publishers |
| Published on | 2025-07-02 |
| Long abstract | This chapter explores how Chilean teachers’ initial assumptions about inclusiveness were shaped by narratives from the Global North that narrowly framed inclusiveness as a method addressing disability or specific learning needs. Their concepts of violence and nonviolence were similarly limited, focusing only on direct violence and pacifism, respectively, without recognising structural and cultural dimensions. Through regular engagement with decolonial perspectives on nonviolence, participants experienced a paradigm shift, coming to understand nonviolence as an active, relational practice that fosters empathy, community, and collaboration. This shift inspired new hope and optimism, positioning nonviolence as a sustainable, human-centred path to inclusiveness that emphasises shared human experiences over socially constructed identity differences. |
| Page range | pp. 555–564 |
| Print length | 10 pages |
| Language | English (Original) |
Gaston Bacquet is a qualified teacher with over twenty years’ experience. He has taught in Chile, Saudi Arabia, Myanmar, Japan, and the UK, with experiences ranging from elementary and high-school teaching to working in government projects and lecturing at under and postgraduate level. He is currently a lecturer at the School of Education at the University of Glasgow, where he teaches in the Education Studies and Asian Religions program. His research focuses primarily on nonviolence as a vehicle for educational change and whole-person formation, with a strong emphasis on using nonviolent philosophical and theoretical approaches in teacher preparation and classroom relations. Past research has focused on inclusion in education of minoritised groups; developing intercultural skills in educational contexts; compassion training; teacher preparation, and dialogue between different cultural traditions, with a focus on Eastern philosophy, Indigenous wisdom traditions and classical philosophy.