Implementing restorative justice practice in schools
What pedagogy reveals
Bibliographic Data
| ID | 12876299 |
|---|---|
| Authors | Dorothy Vaandering (0000-0002-6553-3022, Memorial University of Newfoundland, corresponding author) |
| Year | 2013 |
| Volume | 11 |
| Issue | 1 |
| Pages | 64-80 |
| Publication date | 2013-07-03 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Peace Education (JOURNAL) |
| Journal identifiers | ISSN: 1740-0201 • E-ISSN: 1740-021X |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/17400201.2013.794335 |
| OpenAlex | W2002023365 |
| Language | EN |
| Citations received | 19 |
| References cited | 12 |
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
Context (archaeology · Criminology · Economic Justice · Ethnography · Harm · Pedagogy · Political science · Power (physics · Power structure · Punitive damages · Qualitative research · Restorative justice · Situated · Social science · Sociology · Education Discipline and Inequality · Law · Psychology · Social Psychology
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| Unique citing works | 19 |
|---|---|
| Citations per year | 2,38 |
| Citation span | 2018 - 2026 (9) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 19 |