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 “I needed this. It's been a real struggle to find hope and a sense of purpose since Trump was elected. I needed a book that would make me feel empowered to make changes, and to understand how I can help other people do the same. It's not light reading. It's for people who are serious about effecting change now and in the future. I'm serious about effecting change. And I'm seriously grateful for this book.”


“If you are putting in a lot of time or money into The Resistance but are feeling frustrated, this is the book for you. It clearly lays out steps to build a coalition-based movement for change, based on nonviolent movements that have been successful.”


“We must advocate for and try proven-to-be successful methods of non-violent resistance, in order to make any real change among our politicians and unjust laws/practices. This book is incredibly relevant, fresh, and our answer to make this needed change.”

“This is more than just a book about our current administration and the ways which we can strategically approach the issue of Trump. This is a necessary read for anyone who wants to better understand how citizens of a democratic nation are able to organize their power and make a positive change on global issues, policies, and practices. Peterson demonstrates her scholarship in the field of nonviolence and civil disobedience. Absolutely a must read for anyone wanting to have effective and informed political participation.”

"Our democracy in the United States and around the world is under siege by the rise of right-wing authoritarianism. The Republican Party has become the party of Trump and his platform is hate, racism, greed, and power for himself and those he associates with. This is such an important book to be read by those within the Resistance Movement as well as anyone that is concerned by how our government is shaping our future. We need a strong Resistance Movement if we want to take down Trump as well as hold future administrations/representatives accountable to working people, not just to themselves or their ultra-wealthy friends and corporations."

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This is the first in a series of Monographs that provides an easy to read, step-by-step guide to building an effective strategy that wields real people power, enough to hold all government and corporate office-holders accountable to the needs and interests of the people. 

There are 8 essential steps to building real people power. This Monograph 1 covers step 5: Formulating Strategy. 

For a free downloadable copy of this Monograph pamphlet, click the PDF symbol in red to the right.
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Educating for Social Justice: A Case for Teaching Civil Disobedience in Preparing Students to be Effective Activists

Democracy & Education, Vol 27 (2), 2019

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Heggert and Flowers (2019) offer important insights into how social media provides students with important opportunities to engage in meaningful civic engagement and political activism. I agree with the authors’ main arguments but take issue with their suggestion that activism should be separated from notions of disobedience. On the contrary, I argue that activism that has as its fundamental goal to get at the roots of injustice must include civil disobedience. Educating for social justice, then, ought to include teaching students the history, theory, and techniques of civil disobedience.

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Nonviolent Action as a Necessary Component in Educating for Democracy

Democracy & Education, Vol 22 (1), 2014

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This paper argues that to educate for democracy, we must teach students the history, theory, and techniques for active dissent. That is, we must extend our notion of dissent to include the knowledge and skills required to influence the balance of power. Peterson argues that it is not enough to educate students to voice their concerns and opposition. Instead, we must also provide them with the necessary capacities for empowering them to play a vital role in the formulation, maintenance, and alteration of the rules and policies of our society.

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Scrutiny Instead of Silence

Democracy & Education, Vol. 22 (2), 2014

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Author Barbara Peterson, of NCA, argues that while privileged voices too often silence marginalized views in our classrooms, it may not be the best approach to silence privileged voices, as Sensoy and DiAngelo (2014) argue. Silencing any group risks alienating the very people we need to engage in open analysis of their own beliefs. An alternative is to move toward critical scrutiny of all claims made in class. If we can teach students that a well-informed belief is one that is continually subject to critical analysis by oneself and others, and if we can guide show them how their social position favors certain views and perspectives over others, perhaps we can provide equal value to marginalized views.  

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Maternalism as a Viable Alternative to the Risks Imposed by Paternalism

Democracy & Education, Vol 20 (1), 2011

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This paper tackles the problem of how we can protect the welfare of our society’s children and protect their liberties by avoiding paternalism. Author Barbara Peterson suggests that we take on a maternalistic, caring, perspective that allows us to understand the issue more fully—that is, as part of the larger problem of oppression. Maternalistic approaches may offer alternative solutions that enable a society to care for the health and well-being of its children while avoiding the harms that paternalism imposes.

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Reason Giving vs Truth Seeking

Journal of Philosophy of Education, 2009

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Often times we legitimize a claim as true if it is supported with relevant reasons. This article, however, calls that into question, arguing that reason-giving is not sufficient grounds for calling a claim truthful. Rather, as educators, Peterson argues that we should be developing in students the pragmatic habits of mind of truth-seeking.

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Holding Teachers Accountable for Indoctrination

Journal of Philosophy of Education, 2007

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To understand what it is to indoctrinate as an educator and to gain insight into how teachers can avoid it, we need to understand what indoctrination means in the context of a school classroom. In this essay, Peterson defines indoctrination by the teacher's intent, and argues that this conception asks teachers to closely examine their pedagogical goals and methods. 

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