Managing Behaviour: From Exclusion to Restorative Practices

2018 ◽  
pp. 511-527 ◽  
Author(s):  
Jo Deakin ◽  
Aaron Kupchik
Keyword(s):  
Restorative Practices

Relevant Others in Restorative Practices for Minors: For What Purposes?

2007 ◽  
Vol 40 (3) ◽  
pp. 291-312 ◽  
Author(s):  
Lieve Bradt ◽  
Nicole Vettenburg ◽  
Rudi Roose
Keyword(s):  
Restorative Practices

scholarly journals The Potential of Restorative Practices to Ameliorate Discipline Gaps: The Story of One High School’s Leadership Team

2018 ◽  
Vol 54 (2) ◽  
pp. 303-323 ◽  
Author(s):  
Katherine Cumings Mansfield ◽  
Beth Fowler ◽  
Stacey Rainbolt
Keyword(s):  
Special Education ◽  
Restorative Justice ◽  
Leadership Team ◽  
Restorative Practices ◽  
Community Engaged Research ◽  
Discipline Practices ◽  
The Impact ◽  
Special Education Identification

The purpose of this “From the Field” article is to share the tentative results of community-engaged research investigating the impact of Restorative Justice Discipline Practices on persistent discipline gaps in terms of race, gender, and special education identification.

Challenges of Restorative Practices in Schools

2020 ◽  
pp. 82-94
Keyword(s):  
School Environment ◽  
School Community ◽  
Leadership Roles ◽  
Restorative Practices ◽  
Community Members ◽  
Staff Members ◽  
Teacher Challenges ◽  
And Control ◽  
Difficult Situations ◽  
Academic Content

Chapter 6 considers the challenges for school community members in a restorative school environment. Student challenges include confronting peers, learning to find a balance between completing individual work and resolving issues that affect the community, and learning to take on leadership roles within restorative circles. Teacher challenges involve learning to share responsibility and control within a classroom, implementing restorative practices and balancing the need to confront issues while still covering the required academic content, and helping students overcome some of the challenges they face. Counselor challenges focus on learning to confront difficult situations and students, learning how to become vulnerable, and assisting others in the implementation of restorative practices. Administrative challenges include dealing with situations in which teachers sometimes blame themselves, learning how to model restorative behaviors, and finding staff members that believe in the philosophy and practice of being and doing things restoratively within a school environment.

Student Development

2020 ◽  
pp. 57-68
Keyword(s):  
Conflict Resolution ◽  
Student Perceptions ◽  
Student Development ◽  
Emotional Development ◽  
Leadership Skills ◽  
Academic Progress ◽  
Restorative Practices ◽  
Aggression Replacement Training ◽  
Conflict Resolution Strategies ◽  
Second Chance

Chapter 4 shifts the focus to student development in terms of social, behavioral, and emotional development through the use of restorative practices. A discussion of leadership skills in students is presented, along with an overview of Aggression Replacement Training, which assists students in developing conflict resolution strategies. An examination of student perceptions related to learning from mistakes and being provided an opportunity for a second chance is presented. The chapter concludes with a discussion of meeting students where they are academically to further promote their continued academic progress and success.

Sustaining Culturally Responsive Teaching Practices

2021 ◽  
pp. 218-239
Author(s):  
Michael D. Revell
Keyword(s):  
Culturally Responsive Teaching ◽  
Teaching Practices ◽  
Culturally Responsive ◽  
Instructional Delivery ◽  
Cultural Responsiveness ◽  
Instructional Planning ◽  
Responsive Teaching ◽  
Restorative Practices ◽  
Academic Instruction ◽  
Academic Content

Just as the design, delivery, and development of culturally responsive teaching are constantly informed by di-unital, both/and, mindfulness, this, then, means that restorative practices are, also, capable of developing a similar intersubjectivity. Moving restorative practices beyond the dichotomous underuse of being designed, delivered, and developed apart from conveying academic instruction allows this body of work, presented here, to instead evoke cultural responsiveness to inter-subjectively filter restorative practices within instructional planning, instructional preparation and instructional delivery. Doing so conveys academic content “through” restorative practices while restorative practices simultaneously happen “with” learners of color.

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