Restorative Practice in New Zealand Schools
Social development through relational justice
Bibliographic Data
| ID | 8858795 |
|---|---|
| Authors | Wendy Drewery (0000-0002-7500-890X, University of Waikato, corresponding author) |
| Year | 2014 |
| Volume | 48 |
| Issue | 2 |
| Pages | 191-203 |
| Publication date | 2014-12-15 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Educational Philosophy and Theory (JOURNAL) |
| Journal identifiers | ISSN: 0013-1857 • E-ISSN: 1469-5812 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/00131857.2014.989951 |
| OpenAlex | W1997790017 |
| Language | EN |
| Citations received | 13 |
| References cited | 19 |
This article proposes that restorative justice practices (RJPs), as used in New Zealand schools, are better understood as an instrument of social development than a behaviour management practice. Concerns about the achievement of Māori students are relocated, from an individualised psychological and pedagogical problem to an interdisciplinary context of historical and social development. Social constructionist theory is suggested as a lens through which RJPs in schools may be seen as the intentional production of respectful social relationships, rather than as behaviour management. A restorative process has the productive capacity to restore healthy relational functioning, both for those who have been offended against and those who have offended. It is argued that the primary function of restorative justice in schools is not about resolving specific conflicts, but rather, about the production and maintenance of respectful relationship, which is the antithesis of colonised relationship. Such a position reflects accountability on a communal, rather than individualised basis, and accords with recent moves in the United Nations Development Programme to look at Human Development as building agentive capacity
Accountability · Antithesis · Context (archaeology · Criminology · Economic Justice · Environmental ethics · Epistemology · Pedagogy · Political science · Restorative justice · Social change · Social constructionism · Social science · Sociology · Child Abuse and Trauma · Child Therapy and Development · Education Discipline and Inequality · Law
And That’s Not All
Perspectives on restorative practices and online-mediated harm in schools
“You fight your battles and you work out how you’re going to change”
Introducing restorative practices into high schools’ multi-tiered systems of support
The effects of teacher–child racial congruence, child race, and emotion situation knowledge on teacher–child relationships and school readiness
The role of schools
The Covid-19 Pandemic and Ecological Connectivity
Adolescents’ Viewpoints on Fair and Unfair Ways to Address Peer Harm in Schools
Up the down escalator? Examining a decade of school discipline reforms
The role of the school climate in high school students’ mental health and identity formation
Healing Schools
Responding To Cyber Risk With Restorative Practices
Belonging in England today
An Introduction to Social Constructionism
Can restorative practices in schools make a difference?
Creating Capabilities
Justice and the Politics of Difference
Why We Should Watch What We Say
Development as Freedom
Justice and the Politics of Difference
Identity politics
Youth Justice in New Zealand
The Politics of Risk and Young Offenders’ Experiences of Social Exclusion and Restorative Justice
Conditions of Successful Reintegration Ceremonies
Positioning
The Idea of Justice
| Unique citing works | 13 |
|---|---|
| Citations per year | 1,44 |
| Citation span | 2017 - 2025 (9) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 13 |