A Restorative Approach to Culturally Responsive Schools

2021 ◽  
pp. 456-478
Author(s):  
Dori A. Barnett
Keyword(s):  
Academic Achievement ◽  
Criminal Justice ◽  
Restorative Justice ◽  
Culturally Responsive ◽  
School Discipline ◽  
Community Schools ◽  
Healthy Relationships ◽  
Whole School ◽  
Building Community ◽  
Whole School Approach

Restorative practice is inspired by the restorative justice movement in the criminal justice system, which puts repairing harm and relationships over and above the need for dispensing blame and punishment. Restorative practice refers to a broad range of principles and processes with the aim of developing healthy relationships and building community. Schools report that whole school implementation of restorative practice can lead to positive outcomes including improved school climate, increased academic achievement, and reduced racial disparities in school discipline. This chapter will explore how a whole school approach to restorative practice can transform schools and classrooms and create an inclusive, safe, and culturally responsive school community.

A Restorative Approach to Culturally Responsive Schools

2020 ◽  
pp. 170-193
Author(s):  
Dori A. Barnett
Keyword(s):  
Academic Achievement ◽  
Criminal Justice ◽  
Restorative Justice ◽  
Culturally Responsive ◽  
School Discipline ◽  
Community Schools ◽  
Healthy Relationships ◽  
Whole School ◽  
Building Community ◽  
Whole School Approach

Restorative practice is inspired by the restorative justice movement in the criminal justice system, which puts repairing harm and relationships over and above the need for dispensing blame and punishment. Restorative practice refers to a broad range of principles and processes with the aim of developing healthy relationships and building community. Schools report that whole school implementation of restorative practice can lead to positive outcomes including improved school climate, increased academic achievement, and reduced racial disparities in school discipline. This chapter will explore how a whole school approach to restorative practice can transform schools and classrooms and create an inclusive, safe, and culturally responsive school community.

Regulating safe school communities: being responsive and restorative

2003 ◽  
Vol 41 (6) ◽  
pp. 690-704 ◽  
Author(s):  
Brenda E. Morrison
Keyword(s):  
Restorative Justice ◽  
Secondary Level ◽  
School Community ◽  
Emotional Competencies ◽  
Safe School ◽  
Primary Level ◽  
School Communities ◽  
Social And Emotional ◽  
Whole School ◽  
Whole School Approach

This paper will introduce a whole‐school approach to regulating safe school communities, based on principles of restorative justice. The idea is to move beyond regulatory formalism to a stance of response regulation, whereby the needs of the school community can be better met. The approach will incorporate a continuum of practices across three levels of regulation. The primary level of intervention targets all students, with an aim to develop students’ social and emotional competencies, particularly in the area of conflict resolution. This first stage aims to enable students to resolve their differences in caring and respectful ways. The secondary level of practices involves a larger number of participants in the resolution of the conflict or concern, as the problem has become protracted or has involved (and affected) a larger number of people. The tertiary level of intervention involves the participation of an even wider cross‐section of the school community, including parents, guardians, social workers, and others who have been affected. This intervention is typically used for serious incidents within the school, such as acts of serious violence. At each level, the processes involved are based on principles of restorative justice, such as inclusive and respectful dialogue. The aim is to build safe school communities through being more responsive and more restorative.

國際反校園欺凌之適切性

2005 ◽  
Vol 39 (01n02) ◽  
pp. 105-117
Author(s):  
炳傑 秦 ◽  
之灝 鄭 ◽  
沃聰 陳
Keyword(s):  
Hong Kong ◽  
Restorative Justice ◽  
Safe School ◽  
Successful Intervention ◽  
Whole School ◽  
Local Reference ◽  
Whole School Approach ◽  
Mixed Approach ◽  
Bullying In Schools

Both local and overseas studies affirm that bullying in schools is very prevalent. The overseas experiences in response to bullying are invaluable for local reference. There is a consensus that a whole-school approach and a live policy against bullying are essential for successful intervention. There are different strategies in responses to cases of bullying including the No Blame Approach, the Method of Shared Concern, the Restorative Justice Approach and the Use of Logical Consequences. The authors argue for a mixed approach. Special issues in tackling bullying in Hong Kong are raised. Finally, it is advocated that a safe school is a prerequisite for a harmonious school. 海外和香港的調查研究都說明校園欺凌是一個十分普遍的問題。海外回應欺凌的經驗極具參考價值。“全校參與方法”和反欺凌政策的貫徹和執行是有效介入的必要條件。根據海外的經驗，處理欺凌個案策略有“不責難方法”，“共同關注方法”，“復和公義方式”和“邏輯後果方法”。作者支持使用“混合方法”，認爲更可因時制宜，取長補短。本文同時提出在香港處理欺凌時所需要注意的地方。最後，並認爲建立安全校園是達到和諧校園的先決條件。.

Management of indiscipline among secondary school students in Ilembe District, KwaZulu-Natal, South Africa

2020 ◽  
Vol 9 (4) ◽  
pp. 139-156
Author(s):  
Ntombizandile Gcelu ◽  
◽  
Amy Sarah Padayachee ◽  
Sekitla Daniel Makhasane
Keyword(s):  
Secondary Schools ◽  
South African ◽  
School Administrators ◽  
Code Of Conduct ◽  
Structured Interview ◽  
School Students ◽  
Whole School ◽  
Kwazulu Natal ◽  
Whole School Approach ◽  
Meaningful Relationships

South African schools are faced with a serious problem of indiscipline. The available literature reveals that despite the efforts of school administrators and teachers to instil discipline among learners, indiscipline still abounds to the extent of getting out of hand. Based on the intention of this study, a qualitative study was adopted. A qualitative-based study underpinned by the interpretive research paradigm was employed to explore the perspectives of educators in their collaborative roles in managing discipline. The sample comprised twelve educators who were purposively selected from four secondary schools in the Ilembe District, KwaZulu-Natal. A semi-structured interview schedule was used to collect the data. The findings revealed that educators should apply the school code of conduct as a whole-school approach to managing discipline to create meaningful relationships with parents as stakeholders and communicate expected behaviours with learners. It is recommended that in implementing strategies to manage discipline, learners, educators, school managers and the school governing boards of all schools should take a collaborative approach to the management of discipline in secondary schools

Prospects for the Implementation of Special Conciliation Procedures in the Russian Criminal Process

2020 ◽  
Vol 9 ◽  
pp. 99-104
Author(s):  
E. V. Markovicheva ◽  
Keyword(s):  
Criminal Justice ◽  
Restorative Justice ◽  
Justice System ◽  
Criminal Procedure ◽  
Legal Analysis ◽  
Criminal Proceedings ◽  
Criminal Process ◽  
Traditional System ◽  
Common Features ◽  
Legal Method

In the 21st century, the concept of restorative justice has become widespread in criminal proceedings. The introduction of special compromise procedures into the criminal process allows for the restoration of the rights of the victim and reduces the level of repression in the criminal justice system. The traditional system of punishment is considered ineffective, not conducive to the purpose of compensating for harm caused by the crime. Restorative justice enables the accused to compensate for the harm caused by the crime and is oriented not towards their social isolation, but towards further positive socialization. The introduction of the ideas of restorative justice into the Russian criminal process requires the introduction of special conciliation procedures. The purpose of the article is to reveal promising directions for introducing special conciliation procedures into the Russian criminal process. The use of the formal legal method provided an analysis of the norms of criminal procedure legislation and the practice of its application. Comparative legal analysis revealed common features in the development of models of restorative justice in modern states. Conclusions. The introduction of conciliation procedures into the Russian criminal process is in line with the concept of its humanization and reduction of the level of criminal repression. The consolidation of the mediator»s procedural status and the mediation procedure in the criminal procedure legislation will make it possible to put into practice the elements of restorative justice.

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