Advancing Restorative Justice in the Context of Racial Neoliberalism: Engaging Contradictions to Build Humanizing Spaces

Autor/inn/en	O'Brien, Dani; Nygreen, Kysa
Titel	Advancing Restorative Justice in the Context of Racial Neoliberalism: Engaging Contradictions to Build Humanizing Spaces
Quelle	In: Equity & Excellence in Education, 53 (2020) 4, S.518-530 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (O'Brien, Dani) ORCID (Nygreen, Kysa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-5684
DOI	10.1080/10665684.2020.1791768
Schlagwörter	Justice; Risk; Neoliberalism; Discipline Policy; Equal Education; Governance; Teaching Methods; Evaluation Methods; Punishment; Outcomes of Education; Educational Change; Racial Differences; Educational Practices; Correctional Institutions; Police School Relationship; Racial Bias; Public Schools; Zero Tolerance Policy; Power Structure + Suchen Sie Ihr Suchwort? Gerechtigkeit; Risiko; Neo-liberalism; Neoliberalismus; Disziplinarmaßnahme; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Teaching method; Lehrmethode; Unterrichtsmethode; Bestrafung; Lernleistung; Schulerfolg; Bildungsreform; Rassenunterschied; Bildungspraxis; Jugendstrafvollzug; Racial discrimination; Rassismus; Public school; Öffentliche Schule
Abstract	Restorative justice (RJ) has gained attention as an alternative to exclusionary discipline practices and as a solution to the racial discipline gap. While recognizing the possibilities of RJ, this article argues that it is crucial to pause and consider inherent contradictions and risks of RJ in schools. We argue that schools are governed by a logic of punitive commonsense, evident not only in discipline practices but also in curriculum, instruction, and assessment. This logic, which is based in racial neoliberalism and the school-prison nexus, runs counter to the values and aims of RJ. When implemented without awareness of these contradictions, RJ can be co-opted in ways that reinforce rather than challenge punitive discipline practices and outcomes. We to expose these contradictions, critically examine processes of co-optation, and propose guiding questions to help educators, activists, and scholars avoid the pitfalls of RJ as we work to build more just and humane schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01