Slow Violence and Schooling

<p dir="ltr">The concept of slow violence has broadened understandings of violence in ways that capture its spatial and temporal complexity, and that draw attention to its often-hidden operation. Since the 1960s and 70s scholars of schooling and education have asked questions about power relations, inequalities and injustices in schools, and in the early 21st century have turned their attention to affect and materiality. Yet although its conceptual predecessor, structural violence, has informed past education research, slow violence has not been widely taken up. The section What is Slow Violence explores the concept of slow violence, with the section Everyday Violence in Schooling and Education considering its relevance and use for Education scholars concerned with the various mundane forms of violence enacted in schools, sometimes unintentionally and often unnoticed. While the concept of slow violence is useful for thinking about everyday violence in this way, its real strength as a concept is lifted to view when considered in relation with affect in schooling and education; this potential is explored in Perceiving and Responding to Slow Violence and gestured towards in Possibilities for Ethics and Justice in Education.</p>