Addressing violence in education: From policy to practice

Abstract

This article explores the relationship between violence and education. It does this by referring to some of the literature in critical pedagogy that investigates how the structure and outcome of education as a social force can be violent in a number of ways. Having discussed how schools are violent in modes that are symbolic, structural, and physical, the article concludes with some of the pathways that twenty-first-century education could be taking to ensure that schools help build the foundation for as peaceful and as inclusive a world as possible.