Student, Teacher, and Administrator Perspectives on Harm

Implications for Implementing Safe and Caring School Initiatives

Datos Bibliográficos

ID12425650
AutoresDorothy Vaandering (0000-0002-6553-3022, Memorial University of Newfoundland, autor de correspondencia), Dorothy D Vaandering
Año2013
Volumen35
Número4
Páginas298-318
Fecha de publicación2013-08-28
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaThe Review of Education Pedagogy & Cultural Studies (JOURNAL)
Identificadores de la revistaISSN: 1071-4413 • E-ISSN: 1556-3022
EditorialTaylor & Francis (PUBLISHER • GB)
DOI10.1080/10714413.2013.825514
OpenAlexW2052569073
IdiomaEN
Citas recibidas7
Referencias citadas26

This article reports on a study that examines student, teacher and administrator perspectives on harm and how their schools address harm. It presents an overview of \nthese perspectives within and across 3 different school environments. In doing so, the study contributes to a better understanding of the often ineffective implementation of safe and caring school initiatives. By drawing on restorative justice and relational theory, the \nfindings illustrate how a focus on well-being and relationship is critical for meeting the needs of those harmed and those causing harm. Such a focus requires interaction rooted in social engagement rather than social control (Morrison 2012) and challenges current \nrecommendations for combining the strengths of several current approaches for a more effective outcome (Osher et al. 2010)

Harm · Pedagogy · Political science · Public relations · Sociology · Bullying, Victimization, and Aggression · Criminal Justice and Corrections Analysis · Education Discipline and Inequality · Psychology · Social Psychology