Abstract
<jats:title>Abstract</jats:title> <jats:p>In this chapter treating Hongyu Wang’s (2014) book Nonviolence and Education: Cross-Cultural Pathways, the author explores the complex intersections of nonviolence approaches in educational spaces through the phenomenon of cross-cultural pathways. Through analyzing Wang’s research, the author explores how four educators used their cross-cultural experiences (between American and Chinese culture) to implement nonviolence education into their classroom curriculum and pedagogy. Further, the author draws on a personal account of cross-cultural linguistic experiences that led him to use an African language (Swahili) as an apparatus, creating peace-centered learning environments among African and African American students in U.S. public schools. The implications of this study seek to elucidate the connection between the lived experiences of the participants in Wang’s study using Chinese spiritual philosophies and the authors’ use of African language-based conversational inventions as a part of his curriculum and pedagogy to de-escalate interpersonal conflicts among culturally diverse students.</jats:p>