Identity Border Crossings within School Communities, Precursors to Restorative Conferencing: A Symbolic Interactionist Study

Autor/inn/en	Haney, Kimberly Giaudrone; Thomas, Joy; Vaughn, Courtney
Titel	Identity Border Crossings within School Communities, Precursors to Restorative Conferencing: A Symbolic Interactionist Study
Quelle	In: School Community Journal, 21 (2011) 2, S.55-80 (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-308X
Schlagwörter	Conflict Resolution; Interdisciplinary Approach; Vignettes; Dropout Prevention; Bullying; School Culture; Anxiety; Psychological Patterns; Interpersonal Relationship; Discipline; Student Problems; Behavior Problems; Alienation; At Risk Students; Time Perspective; Adults; Student School Relationship + Suchen Sie Ihr Suchwort? Conflict solving; Konfliktlösung; Konfliktregelung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Mobbing; Schulkultur; Schulleben; Angst; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Disziplin; Studienproblem; Entfremdung; Zeitbezug; Schüler-Lehrer-Beziehung
Abstract	Our study uses an interdisciplinary theoretical lens to understand the complexity of community building as a precursor to restorative practices. Key to these measures is that offenders take responsibility for their actions and undergo reintegration into the school community. Yet, until these students feel they belong to the school community in the first place, "re"integration is moot. Thus, we interviewed 14 adults who had been school offenders, asking them what might have been done to make them feel a part of school, and then we focused analytically on the symbolic interactions they described. We first present their stories as vignettes using their own words to make illustrative points. Weaving interview data throughout fictional research writing (FRW), we conclude with classroom dialogical groups and restorative circles that illustrate how educators could develop communities where our participants could have seen themselves in others. (Contains 1 table.) (As Provided).
Anmerkungen	Academic Development Institute. 121 North Kickapoo Street, Lincoln, IL 62656. Tel: 217-732-6462; Fax: 217-732-3696; Web site: http://www.adi.org/journal
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10