Titlebook: Restorative Justice in the Classroom; Liberating Students’ Crystena A. H. Parker-Shandal Book 2022 The Editor(s) (if applicable) and The Au

monologue

Book 2022g number of teachers are using relational pedagogy, drawing on Indigenous circle practice, as a pedagogical tool. Done well, circles can build and sustain dialogue and peaceful relations. Done poorly, circles reflect and reinforce relations of power, which, if disregarded, can be damaging for partic

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Implementing Restorative Pedagogy in Eight Elementary School Classrooms,way from further use of restorative justice pedagogies. The chapter discusses the importance of moving through conflicts while in circle, and also of engaging with conflict in ways that necessitate constant and consistent reflection on approaches to relational pedagogy.

結(jié)果

Educating for Justice: Building Restorative Futures for Students to Thrive In,mplications of implementation, this study of pedagogical practices illustrates that a restorative culture shift is more than the implementation of circles—it’s about how people relate and connect to each other. Such dialogue practices are integral to creating restorative, peaceful classrooms.

闖入

Building a Sustainable Practice: Restorative Training and Mentorship,ng on research observations of a restorative justice professional development session for teachers, the chapter provides a detailed account of the kind of training teachers receive and, through post-training reflections, documents how teachers experienced that training.

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Circles: A Pedagogical Praxis for Inclusion and Resistance,ples of how marginalized children and youth have been harmed by systemic policies and practices that have led to their exclusion. In this introductory chapter, readers will develop insights into the transformative power of restorative justice in education: how it addresses harm, holds space for acco

花爭(zhēng)吵

仲裁者

Building a Sustainable Practice: Restorative Training and Mentorship,ng is available in various contexts and settings, its implementation varies. This chapter provides a comprehensive review of various approaches to implementation, including top-down, board-mandated training, contrasted with training provided by externally funded, community-based organizations. Drawi

Inculcate

貿(mào)易

The Pedagogical Value of Conflict: Dialogue and Dissonance in Restorative Classrooms,classroom observations, individual and group interviews with teachers, and group interviews with students to show how the teachers implemented classroom dialogue about conflicts as a learning opportunity. Participating teachers’ sense of what they learned at professional learning sessions—and what t

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Relational Connections in Classroom Curriculum: Power and Privilege in Diverging Perspectives,ndaries for moral dialogue and constructive engagement with each other’s perspectives. In this chapter, the ways in which students experience and interpret restorative and peacebuilding pedagogy are explored through classroom vignettes. Drawing on student group interviews, the chapter illustrates ho