How do you teach a student from an oppressed class without the wider oppression of society being mirrored in the teacher/student relationship? This book describes how control and oppression work, and argues why it is important to take care that education helps people imagine and create a world with less oppression, rather than merely embodies and reinforces oppressive structures. To accomplish this, the author proposes a pedagogy built around the practice of education as dialogue and the practice of problem-posing.
This book is about the process by which conflict is mistaken for, and thus escalated into, abuse. The author also talks about how shunning shuts people off from crucial knowledge, and how a mentality of supremacy and/or trauma drives this escalation + shunning behavior. She analyzes how this process plays out for an eclectic set of social issues ranging from abusive relationships to large-scale political conflict. I discuss the shared themes of Conflict Is Not Abuse, Why Does He Do That?, and Nonviolent Communication in order to give some insights into abuse, rationalizations of violence, coercion/control, and deescalation.
This book is a look at the traits and mindset of abusive men. Some of its insights are surprising and shed light on why domestic abuse is so hard to detect and treat.