This thesis addresses the accessibility of Nonviolent Communication (NVC) education for disabled people. The central question guiding this research is: how can Nonviolent Communication education be inclusive and accessible to disabled people? As the largest minority in the world, disproportionally affected by different types of violence, and underrepresented in peace research and practice, it is imperative to shed light on ways in which persons with disabilities can be included in peace education.
As one form of peace education, this study focuses specifically on Nonviolent Communication. Through participant observation and autoethnography, the researcher reflects on her own experience with disability at an NVC training course, supplemented by writings of NVC trainers who have voiced their concerns around privilege, diversity, and inclusivity in the NVC context. Furthermore, for both theoretical and practical input, this research relies on the fields of disability studies and disability justice.
To translate the theoretical findings into social action, per transformative inquiry principles, the researcher has collaborated with a research participant to design a workshop session for disabled people, integrating the suggestions that emerged from the research. Additionally, this thesis contains a list of recommendations for NVC trainers, most of which are relevant for other peace educators, to make their courses more accessible and inclusive for persons with disabilities.