Fostering Community, Sharing Power: Lessons for Building Restorative Justice School Cultures

Autor/inn/en	Sandwick, Talia; Hahn, Josephine Wonsun; Hassoun Ayoub, Lama
Titel	Fostering Community, Sharing Power: Lessons for Building Restorative Justice School Cultures
Quelle	In: Education Policy Analysis Archives, 27 (2019) 145, (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-2341
Schlagwörter	Justice; School Culture; Positive Behavior Supports; Discipline; School Safety; Program Effectiveness; Holistic Approach; Public Schools; Urban Schools; Middle School Students; High School Students; Minority Group Students; Trust (Psychology); Peer Relationship; Teacher Student Relationship; Family Involvement; Reflection; Accountability; Teacher Selection; Cultural Awareness; Student Leadership; New York (New York) + Suchen Sie Ihr Suchwort? Gerechtigkeit; Schulkultur; Schulleben; Disziplin; Holistischer Ansatz; Public school; Öffentliche Schule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung; Verantwortung; Cultural identity; Kulturelle Identität; Studentenwerk
Abstract	Increasingly, education policymakers are touting restorative justice as a way to interrupt the "school-to-prison pipeline," which disproportionately impacts students by race, sexuality, and disability. A small but growing research literature suggests that restorative justice decreases suspension and behavioral incidents, while improving school climate--particularly when embraced as a schoolwide ethos, rather than a targeted disciplinary strategy. Restorative justice represents a marked departure from long-standing punitive approaches to discipline, however, and school communities are eager for support in navigating this culture shift. To this end, this article presents findings from case studies of five diverse NYC schools using restorative justice approaches. Drawing on qualitative data from interviews and focus groups with educators, students, parents, and school safety (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01