The purpose of this research was to investigate the transformative learning experiences of formerly incarcerated participants in The Alternatives to Violence Project (AVP), a three-level experiential training program in nonviolent conflict resolution. It explores participants’ interpretation of changes in their mindsets about violence and nonviolence following intensive training in AVP transformative and constructionist pedagogies while incarcerated, and following their own experiences as facilitators in AVP as formerly incarcerated individuals. Given that the six participants in this study—five males and one female—continued to facilitate AVP workshops after their release from prison, the research questions inquired about their transformative learning experiences before and after prison. This phenomenological qualitative design elicited the lived meanings of participants’ personal transformational experiences as well as their perceptions of specific AVP pedagogies that transformed their views about being-in-the-world nonviolently. Analysis of data revealed AVP to be psychologically transformative and liberatory. From the data emerged 16 primary themes depicting forms of AVP pedagogy that transform. Despite the regimented and oftentimes violent prison context, the experiential and humanistic character of AVP served as a trustworthy container in which transformation could occur through interpersonal communication skills, nonjudgmental sharing, relational caring, affirmation of self and others, egalitarian and heterarchical relations between learners and facilitators, love and community. The results of this study support the psychologically liberating character of AVP, and thus the need for its expansion to prisons and various community contexts across this nation.

Grade level: 9, 10, 11, 12, i, s, t.

This collection documents the efforts of the Prison Communication, Activism, Research, and Education collective (PCARE) to put democracy into practice by merging prison education and activism. Through life-changing programs in a dozen states (Arizona, Colorado, Illinois, Indiana, Massachusetts, Michigan, New Jersey, Ohio, Pennsylvania, Texas, Virginia, and Wisconsin), PCARE works with prisoners, in prisons, and in communities to reclaim justice from the prison-industrial complex. Based on years of pragmatic activism and engaged teaching, the materials in this volume present a sweeping inventory of how communities and individuals both within and outside of prisons are marshaling the arts, education, and activism to reduce crime and enhance citizenship. Documenting hands-on case studies that emphasize educational initiatives, successful prison-based programs, and activist-oriented analysis, Working for Justice provides readers with real-world answers based on years of pragmatic activism and engaged teaching. Contributors are David Coogan, Craig Lee Engstrom, Jeralyn Faris, Stephen John Hartnett, Edward A. Hinck, Shelly Schaefer Hinck, Bryan J. McCann, Nikki H. Nichols, Eleanor Novek, Brittany L. Peterson, Jonathan Shailor, Rachel A. Smith, Derrick L. Williams, Lesley A. Withers, Jennifer K. Wood, and Bill Yousman.

'Restorative Justice in Prisons' explains how restorative justice can be delivered in the prison setting. The book contains practical advice from two seasoned practitioners and offers a new perspective on the needs of victims.

Nonviolent Alternatives for Social Change is a component of Encyclopedia of Social Sciences and Humanities in the global Encyclopedia of Life Support Systems (EOLSS), which is an integrated compendium of twenty one Encyclopedias. This volume gives a comprehensive review on Understanding Nonviolence in Theory and Practice; Ethics and Nonviolence; Countering with Nonviolence; Media Myopia and the power of Nonviolent Social Change; Paths to social change: conventional politics, violence and Non violence; Defending and Reclaiming the Commons Through Nonviolent Struggle; Nonviolent Methods and Effects of the World Nuclear Disarmament Movement; Humiliation and Global Terrorism: How to Overcome it Nonviolently. It at the following five major target audiences: University and College students Educators, Professional practitioners, Research personnel and Policy analysts, managers, and decision makers and NGOs.

To truly move toward a more peaceful society, it is imperative that peace education better address structural and institutional violence. This requires that it be integrated into institutions outside of schools and universities. Doing so will be challenging, as many of these institutions are structured on domination and control, not on partnership and shared power. In particular, U.S. criminal justice, social services and prevention programs, and sport have tended to be dominator-modeled. This book offers analysis and suggestions for overcoming these challenges and for integrating peace education into important social institutions. Creativity will be one of the most useful assets in moving peace education from schools to other institutions. This book argues that with creative visioning, collaboration, and implementation, peace education can be integrated into the most challenging situations and provide hope for holistic changes in our society.