Going Restorative, Staying Tough

Urban Principals’ Perceptions of Restorative Practices in Collocated Small Schools

Datos Bibliográficos

ID9729913
AutoresHilary Lustick (0000-0001-8292-6197, University of Masschusetts, Lowell, USA, autor de correspondencia)
Año2021
Volumen53
Número7
Páginas739-760
Fecha de publicación2021-09-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaEducation and Urban Society (JOURNAL)
Identificadores de la revistaISSN: 0013-1245 • E-ISSN: 1552-3535
EditorialSAGE Publications (PUBLISHER • US)
DOI10.1177/0013124520974335
OpenAlexW3110896593
IdiomaEN
Citas recibidas4
Referencias citadas21

Drawing on data from a year-long multi-case ethnography of three secondary urban public schools implementing restorative practices, the current piece examines how principals negotiate restorative practices despite conflicting pressures to maintain order and compel obedience. I frame my inquiry through Sergiovanni’s (2000) concept of “systems” in the “lifeworld,” asking whether principals use restorative practices as systems in service of cultural transformation or merely as a replacement for suspension. Findings suggest tensions between principals’ purposes for implementing restorative practices and the pressure they feel to maintain an image of “school order” and “toughness” in the eyes of internal and external stakeholders. I close with recommendations for research and practice. I also make some preliminary recommendations for principal preparation

Criminology · Negotiation · Pedagogy · Political science · Public relations · Restorative justice · Social science · Sociology · Education Discipline and Inequality · Psychology