This is a story about the language and role of justice, violence, and nonviolent resistance in contemporary activism against neoliberal policies in U.S. education. Through a description of meetings of “un-organized,” white-led groups of education activists over the course of eight years, this article traces shifts in the white progressive activist imagination, during a time of broad national shift in the United States from wholesale public embrace of neoliberal education reform to a more fractured and contentious field. Specifically, this article explores white progressive activists’ shifts from analyzing injustice in education to talking about structural violence and engaging with nonviolent resistance. The findings of this inquiry speak to the role of collective memory, discursive power, and the capacities of a particular U.S. white public to recognize, engage with, relate to, and appropriate Latino/Latina and black students’ and parents’ experiences and analyses of violence in education.



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