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Miller, Henry
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2021-10-09
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Erin Geary thesis.pdf
Adobe PDF, 447.37 KB
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Informed by research and discourse from the contemporary movement for police/prison
abolition, scholar Erin Geary makes the case for nonviolent schools, an ask that seems obvious,
but, in many ways, is foreign and controversial amongst educators and administrators in
America. Geary situates her study within the lived context of her own English Language Arts
classroom and asks herself how she can provide a physical/emotional space conducive to
learning that refuses to banish and exclude for the sake of “order.” In Geary’s nonviolent
classroom, the flow of power is examined and disturbed, students’ needs are met, and conflict is
mended rather than punished. Geary provides concrete techniques, resources, and ready-made
lesson plans which cut-at-the-root of subtle, stubborn school violence and trouble the assumption
that some students will always be “the bad kids.”