In the ongoing effort of designing school contexts in support of proactive discipline, a range of practices and theoretical frameworks have been advanced, from behaviorist approaches to social and emotional learning. This article describes the theory and practice of restorative justice with the aim of defining this distinctive paradigm, in comparison to other forms of discipline, as one that uniquely emphasizes social engagement over social control. In so doing, a responsive regulatory framework supports pedagogy, praxis, and discipline such that relational school cultures are nurtured; wherein, behavior is understood in social context, individuals are recognized as being part of a social web of relations, and building, maintaining, and repairing relationships become priorities. This focus on developing rich and embedded relational ecologies finds its strength through nurturing motivational bonds of belonging that support individual development and social responsibility. This is distinct from formal insti...

Restorative Justice: Pedagogy, Praxis, and Discipline.

In the ongoing pursuit for creating safe, nurturing and relational school cultures, educators continue to turn to restorative justice (rj) principles and practice. Predominantly, schools begin to engage with rj in an effort to address harm done, causing its discourse to be situated in literature tied to classroom management and behaviour. However, in this location, the effectiveness of rj can be limited because the power relationships underlying the original punitive, managerial structures maintain their grip. Drawing on a qualitative study that examines the experiences of educators committed to implementing rj principles, this article explores how placing rj in the context of engaged, productive pedagogies better nurtures the hoped for relational and peaceful school culture.

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Implementing restorative justice practice in schools: what pedagogy reveals

What would a professional development experience rooted in the philosophy, principles, and practices of restorative justice look and feel like? This article describes how such a professional develo...

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Relational Restorative Justice Pedagogy in Educator Professional Development

Schoolwide restorative practices (SWRPs) are intentionally designed to create safe spaces for caring dialogue, where students and adults alike speak honestly and openly with each other. Data presented in this article were derived from a larger mixed-methods multi-site case study of two Oakland Unified School District middle schools that had adopted SWRPs and provide support for addressing the questions: (a) How do principals, teachers, staff and students perceive being heard in middle schools that have adopted SWRPs; and (b) How does a listening culture contribute to creating a positive, healthy relational ecology that supports schoolwide change and reform efforts? This study provides evidence that a listening culture built on relational trust can contribute to a positive relational ecology that supports members of a school community as they go through the challenging and sometimes difficult process of changing their school culture.

Being heard: how a listening culture supports the implementation of schoolwide restorative practices

The practice and popularity of restorative justice (RJ) in education has been growing in recent years. RJ can be understood in dramatically different ways by those implementing it. For some...

Relationships of control and relationships of engagement: how educator intentions intersect with student experiences of restorative justice

by Belinda Hopkins, Milton Keynes, Speechmark Publishing Limited, 2011 (reprinted 2012), 249 pp., £69.00 (paperback), ISBN 978-1-906517-29-8 This spiral-bound book is a practical resource on how to...

The restorative classroom: using restorative approaches to foster effective learning

The authors start by outlining their case: “For us, in this book, we shall be challenging those who wish to ‘improve’ educational provisions with the question: improvement for whom and at what cost...

Questioning the language of improvement and reform in education: reclaiming meaning: by Nicole Mockler and Susan Groundwater-Smith, Abingdon, Oxon, Routledge, 2018, 166 pp., £96.00 (Hardback). £29.59 Paperback: 166 pp., ISBN: Hardback 978-1138698208. Paperback 978-0367487782

Pauline Clarke

Papers

The restorative classroom: using restorative approaches to foster effective learning

Questioning the language of improvement and reform in education: reclaiming meaning: by Nicole Mockler and Susan Groundwater-Smith, Abingdon, Oxon, Routledge, 2018, 166 pp., £96.00 (Hardback). £29.59 Paperback: 166 pp., ISBN: Hardback 978-1138698208. Paperback 978-0367487782

Equality: making it happen. A Guide to help schools ensure everyone is safe, included and learning