Structural Violence / Symbolic Violence / Microaggressions / Normalization / Culture of Indifference / Legitimation of Power / Critical and Emancipatory Pedagogy / Nonviolent Communication / Restorative Justice / Conflict Resolution / Socio-Emotional Learning / Development of Relational Skills / Participatory and Inclusive Environments

Ordinary violence refers to forms of violence that manifest in daily life, often trivialized due to their frequency and invisibility. Unlike spectacular or exceptional forms of violence, ordinary violence is embedded in social, familial, and educational interactions and can take the form of microaggressions, abusive behaviors, or even structural violence. Understanding its mechanisms and contexts of occurrence is essential for developing intervention and prevention strategies.

Definition of Ordinary Violence

Ordinary violence encompasses acts or attitudes that, although considered "normal" in certain situations, cause psychological or physical suffering. Johan Galtung, for example, distinguishes direct violence from structural and cultural violence, the latter often rooted in everyday and institutionalized practices. This theoretical approach allows for an analysis of power relations and social norms that foster violent behaviors, even when they are not immediately recognized as such.

Documented Approaches

Empirical studies, such as those published in *Violence: An International Journal of Research and Policy* or Pierre Bourdieu’s research on symbolic domination, demonstrate how violence can be concealed within social and educational practices. These studies highlight that the normalization of certain violent behaviors contributes to their reproduction in various contexts.

Manifestations of Ordinary Violence in Different Contexts

In Social Situations

• Microaggressions and Discrimination: In interpersonal contexts, seemingly innocuous remarks or behaviors can perpetuate power imbalances, particularly in multicultural or intergenerational environments. For instance, implicit stereotypes in everyday language reinforce the marginalization of certain groups.
• Symbolic Violence: The way certain institutions or media disseminate stereotypical images can contribute to a form of violence that is not physical but profoundly impacts individuals’ identity and dignity.

Sociological studies on microaggressions (Harvard Social Psychology Group) and Bourdieu’s work on symbolic violence provide precise sources for understanding these dynamics. Field studies conducted in urban neighborhoods have also documented these phenomena in daily life.

In Familial Situations

• Psychological Violence: Devaluation, isolation, or constant criticism within the family unit constitute subtle forms of violence. These behaviors, often invisible from the outside, can have long-term repercussions on victims’ mental health.
• Physical and Domestic Violence: Although more frequently reported in the media, these forms of violence are also part of a normalization dynamic when tolerated or ignored in certain cultures or subcultures.

Reports from UNICEF and WHO provide quantitative and qualitative data on the prevalence of these forms of violence. Field research conducted by family psychology research centers offers precise examples of documented experiences, allowing for a deeper understanding of the mechanisms at play.

In Informal Education

• Neighborhood Conflicts: Informal education often takes place in public or community spaces, where violence can emerge in the form of territorial rivalries or social exclusion. For example, in some disadvantaged neighborhoods, daily interactions turn into discreet but recurring confrontations.
• Peer Influence: In environments where institutional authority is weak, informal rules can sometimes legitimize aggressive behaviors, thus perpetuating a dynamic of violence learned through imitation.

Research in social urbanism and informal education, such as studies published in the *Journal of Urban Affairs*, show how violence manifests outside traditional institutional frameworks. These studies rely on field surveys and resident testimonies.

In Formal Education

• School Violence: Cases of bullying, intimidation, or physical violence in schools illustrate ordinary violence. These behaviors are often tolerated or minimized due to the lack of an adequate institutional response.
• Cyberbullying: With the rise of digital technologies, formal education faces new forms of violence, where aggressions occur via online platforms, affecting the school climate and student safety.

Reports from the Ministry of Education and studies published in specialized education science journals document these phenomena. International research projects conducted by institutions such as UNESCO have compiled comparative data on school violence across different countries.

New Approaches for Violence-Free Interactions

In response to the normalization of violence, numerous initiatives aim to establish nonviolent interactions and activities in various contexts.

Mediation and Conflict Resolution

• Peer Mediation: Implementing programs where trained peers intervene in conflict management helps defuse tensions before they escalate. For example, schools that establish mediation clubs have observed a significant decrease in violent incidents.
• Restorative Approaches: Restorative justice, which prioritizes harm repair through dialogue and accountability, offers an alternative to traditional punitive methods in both school and family settings.

Experiments conducted in various schools in Europe and North America have been published in journals such as *Restorative Justice: An International Journal*. These studies show how mediation can contribute to creating more inclusive and safer environments.

Emotional and Relational Education Programs

• Socio-Emotional Learning: Integrating emotional education modules into school curricula helps students better manage their emotions, develop empathy, and adopt nonviolent behaviors. These programs, often based on cognitive and behavioral approaches, show promising results in reducing conflicts.
• Nonviolent Communication (NVC) Workshops: Training in nonviolent communication provides individuals with tools to express their needs and resolve conflicts peacefully. These workshops are increasingly common in educational institutions and workplaces.

Marshall Rosenberg’s work on Nonviolent Communication and evaluative studies conducted by institutions such as the *Collaborative for Academic, Social, and Emotional Learning (CASEL)* provide evidence of the effectiveness of these approaches. UNESCO research reports also highlight the positive impact of these programs on school climate.

Participatory and Inclusive Environments

• Co-Construction of Community Rules: Involving all stakeholders—students, teachers, parents—in defining rules within institutions fosters a sense of belonging and collective responsibility, thereby reducing violent behaviors.
• Spaces for Dialogue and Creativity: Establishing forums, discussion groups, and collaborative workshops allows individuals to express their feelings and find solutions together to prevent violence. These initiatives, often supported by NGOs and local communities, create environments conducive to peaceful conflict resolution.

Case studies conducted in various schools and community centers, published in sociology of education journals, attest to the benefits of collective involvement in conflict management. Reports on local initiatives, available through social science research portals, also provide concrete implementation examples.

Conclusion

Ordinary violence, whether it occurs in social, familial, or educational interactions, represents a major challenge for contemporary society. However, through a better understanding of its mechanisms and the experimentation of new approaches—mediation, emotional education, participatory dialogue—it is possible to propose concrete and effective alternatives for fostering nonviolent interactions. Scientific studies and field experiences show that a paradigm shift is not only necessary but also achievable, provided that investment is made in education, training, and collective participation.

Additional Resources and Recommended Readings

Galtung, J. – To understand the concept of structural and cultural violence.
Bourdieu, P. – On symbolic violence and mechanisms of domination.
Marshall Rosenberg – For a practical approach to Nonviolent Communication.
Reports from UNESCO, WHO, and Ministries of Education – Providing empirical data on violence in educational institutions.
Articles from *Violence: An International Journal of Research and Policy* – For comparative studies and in-depth analyses.

The concepts underlying ordinary violence and education for nonviolent emancipation are built around several theoretical and practical axes, drawing from sociology, psychology, and pedagogy.

Here are some of the key concepts:

Structural and Symbolic Violence

Structural Violence: This concept, extensively developed by Johan Galtung, refers to a form of violence embedded in social and economic structures that generate inequalities and deprivations, without necessarily involving visible violent acts.

Symbolic Violence: Introduced by Pierre Bourdieu, it manifests through cultural and linguistic practices that legitimize hierarchies and power relations, often trivialized in everyday life.

Microaggressions and Normalization

Microaggressions are small gestures, remarks, or seemingly harmless behaviors that, when repeated over time, reinforce stereotypes and power imbalances. Their trivialization contributes to the normalization of an everyday violence that often goes unnoticed.

Culture of Indifference and Legitimation of Power

The way certain forms of violence become invisible or legitimized by social norms is another key aspect. This culture of indifference allows violent practices to persist because they are not systematically questioned or sanctioned.

Education for Nonviolent Emancipation

Critical and Emancipatory Pedagogy

Inspired by thinkers like Paulo Freire, this approach emphasizes autonomy, critical awareness, and individuals’ ability to challenge oppressive structures. The goal is to foster an understanding of domination mechanisms and encourage social transformation through education.

Nonviolent Communication (NVC)

Developed by Marshall Rosenberg, NVC offers a method of expression and listening based on empathy, mutual respect, and the clarification of needs. It provides a framework for transforming conflicts into opportunities for constructive dialogue and learning.

Restorative Justice and Conflict Resolution

Rather than focusing solely on punishment, restorative approaches aim to repair harm through dialogue and mediation. This concept promotes collective responsibility and constructive reintegration, contributing to a culture of empathy and reconciliation.

Socio-Emotional Learning and Development of Relational Skills

Education for nonviolent emancipation incorporates socio-emotional skills such as emotion management, conflict resolution, and cooperation. These skills are essential for building healthy interpersonal relationships and preventing violent behaviors.

Participatory and Inclusive Environments

Creating spaces where students, teachers, and the community co-construct rules and shared practices fosters a sense of belonging and collective responsibility. This helps establish an institutional culture that values dialogue, creativity, and mutual respect.

In summary, ordinary violence thrives on invisible social structures, implicit normalizations, and power relations often legitimized by culture and language. Conversely, education for nonviolent emancipation relies on critical and participatory approaches aimed at developing awareness, empathetic communication, and the ability to transform conflicts into opportunities for learning and reconciliation. These two sets of concepts thus provide pathways for understanding and addressing everyday violent dynamics while proposing educational alternatives that promote autonomy and mutual respect.