Responding To Cyber Risk With Restorative Practices
Perceptions And Experiences Of Canadian Educators
Bibliographic Data
| ID | 8407883 |
|---|---|
| Authors | Michael Adorjan (0000-0002-1900-2087, University of Calgary, corresponding author), Rosemary Ricciardelli (0000-0002-0905-8968, Memorial University of Newfoundland), Mohana Mukherjee (University of Calgary) |
| Year | 2024 |
| Volume | 72 |
| Issue | 2 |
| Pages | 155-175 |
| Publication date | 2024-03-03 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | British Journal of Educational Studies (JOURNAL) |
| Journal identifiers | ISSN: 0007-1005 • E-ISSN: 1467-8527 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00071005.2023.2247475 |
| OpenAlex | W4386416323 |
| Language | EN |
| References cited | 45 |
Restorative practices are gaining traction as alternative approaches to student conflict and harm in schools, potentially surpassing disciplinary methods in effectiveness. In the current article, we contribute to the evolving understanding of restorative practices in schools by examining qualitative responses from educators regarding restorative interventions for online-mediated conflict and harm, including cyberbullying and sexting. Participants include pre-service educators, as well as junior and senior teachers with varying levels of familiarity with restorative practices. Our findings highlight how educators who have implemented these practices largely hold positive perspectives of their effectiveness for resolving cyber conflicts and restoring a positive classroom environment. Educators emphasize the value of meaningful changes in student behaviour and acknowledge the potential of face-to-face mediation in mitigating online harm and promoting digital citizenship, though some educators raise questions about the appropriateness of restorative responses to serious incidents of online-mediated harm. This research offers fresh insights into the challenges and potential of restorative practices in schools, particularly in addressing cyber-based conflicts. We emphasize implementation challenges related to the distinct contexts in which schools operate and the influence of broader societal and systemic factors on the success of restorative practice initiatives
Criminology · Harm · Medical education · Political science · Public relations · Restorative justice · Sociology · Bullying, Victimization, and Aggression · Education Discipline and Inequality · Medicine · Plant Virus Research Studies · Psychology · Social Psychology
Basics of qualitative research
Following you home from school
Interventions on Bullying and Cyberbullying in Schools
Does the offline bully-victimization influence cyberbullying behavior among youths? Application of General Strain Theory
Cyberbullying among youth
New bottle but old wine
Restorative Justice
‘We always torment different people, so by definition, we are no bullies’
Youth, Crime and Justice
Crime, Shame and Reintegration
It's Complicated
Bullying in the digital age
Relationships of control and relationships of engagement
(Cyber)Bullying in schools – when bullying stretches across cON/FFlating spaces
Self-exploration, anonymity and risks in the online setting
Student, Teacher, and Administrator Perspectives on Harm
Three‐year results of the Friendly Schools whole‐of‐school intervention on children's bullying behaviour
Frenemies, Fraitors, and Mean‐em‐aitors”
Evaluation of a Whole-School Change Intervention
Restorative Justice” or Restoring Order? Restorative School Discipline Practices in Urban Public Schools
Restorative Practice in New Zealand Schools
Restorative Interventions and School Discipline Sanctions in a Large Urban School District
Qualitative research methods for the social sciences
Restorative Justice in Schools
| Citation velocity | historical |
|---|---|
| Highly cited | No |