Narrative of nonviolence: An autoethnographic journey towards nonviolence in education

This autoethnographic dissertation examines the transformative power of nonviolence in education through the lens of the author's lived experience. Through reflective narrative inquiry, the study examines how personal experiences, including childhood in a rural school, early motherhood, and professional challenges, inform the author’s understanding and practice of nonviolence. The study reveals how personal narratives can inform the understanding, development, and implementation of nonviolent educational practices. Key themes include the transformation of conflict into opportunities for growth, the integration of mindfulness in personal and professional spheres, and the importance of vulnerability in fostering nonviolent relationships. The study situates the author's experiences within a broader framework of nonviolence theory, and the findings suggest that nonviolence is not merely the absence of harm but a proactive approach to nurturing compassion, empathy, and understanding in schools. The implications of this research extend to educational leaders, policymakers, and practitioners, advocating for a curriculum that prioritizes nonviolent principles and practices. By weaving together personal narrative and academic discourse, this research contributes to the growing body of knowledge on nonviolence in education by offering practical insights for educators and policymakers seeking to implement transformative practices in their educational settings where every individual feels valued and respected.