A Missing Piece: Embedding Restorative Justice and Relational Pedagogy into the Teacher Education Classroom

Hollweck, Trista; Reimer, Kristin; Bouchard, Karen

doi:10.1080/1547688x.2019.1626678

Cited by 23 publications

(13 citation statements)

References 19 publications

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“…Prior reports of the application of RJPs in schools suggest that these practices are associated with a decrease in harmful, biased disciplinary practices against students of racial and ethnic minority populations, lower levels of absenteeism, and an increased sense of community . Studies suggest that educators benefit from RJPs, but learning and accepting restorative approaches require a transformative shift away from status quo concepts of accountability that protects privilege and social standing . Similarly, actualizing accountability for anti-Black racism in health care settings requires shifting away from the power and privilege afforded to HCWs and health care institutions, and toward patients and communities that are traditionally marginalized .…”

Section: Discussionmentioning

confidence: 99%

Physician Perspectives on Addressing Anti-Black Racism

Brown,

Marshall,

Cueva

et al. 2024

JAMA Netw Open

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ImportanceUncertainty remains among clinicians regarding processes to address and resolve conflict around anti-Black racism.ObjectiveTo elicit clinicians’ perceptions of their role in addressing concerns about anti-Black racism among Black patients with serious illness as well as their families.Design, Setting, and ParticipantsIn this qualitative study, one-on-one semistructured interviews were conducted with 21 physicians at an academic county hospital between August 1 and October 31, 2022. Participants were provided clinical scenarios where anti-Black racism was a concern of a patient with serious illness. Participants were asked open-ended questions about initial impressions, prior similar experiences, potential strategies to address patients’ concerns, and additional resources to support these conversations. A framework based on restorative justice was used to guide qualitative analyses.Main Outcomes and MeasuresPerspectives on addressing anti-Black racism as described by physicians.ResultsA total of 21 medical subspecialists (mean [SD] age, 44.2 [7.8] years) participated in the study. Most physicians were women (14 [66.7%]), 4 were Asian (19.0%), 3 were Black (14.3%), and 14 were White (66.7%). Participants identified practices that are normalized in clinical settings that may perpetuate and exacerbate perceptions of anti-Black racism. Using provided scenarios and personal experiences, participants were able to describe how Black patients are harmed as a result of these practices. Last, participants identified strategies and resources for addressing Black patients’ concerns and facilitating conflict resolution, but they stopped short of promoting personal or team accountability for anti-Black racism.Conclusions and RelevanceIn this qualitative study, physicians identified resources, skills, and processes that partially aligned with a restorative justice framework to address anti-Black racism and facilitate conflict resolution, but did not provide steps for actualizing accountability. Restorative justice and similar processes may provide space within a mediated setting for clinicians to repair harm, provide accountability, and facilitate racial healing.

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Section: Discussionmentioning

confidence: 99%

Physician Perspectives on Addressing Anti-Black Racism

Brown,

Marshall,

Cueva

et al. 2024

JAMA Netw Open

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“…Given the significance of relational competencies to the learning experiences of students, there have been concerns on how educators can develop and demonstrate these relational competences (see Aspelin & Jonsson, 2019;Hollweck, Reimer, & Bouchard, 2019). This reflective essay provides descriptions of how relational competences are demonstrated in facilitating service-learning.…”

Section: Discussionmentioning

confidence: 99%

Facilitating service-learning through competencies associated with relational pedagogy: a personal reflection

Chika-James

2020

Higher Education Pedagogies

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Service-learning is identified as a high-impact teaching practice as it aids the development of business knowledge, human skills and civic responsibility amongst students. In spite of the benefits of servicelearning, there are few studies that indicate the relational competencies of faculty members used to facilitate service-learning. This study shows how four relational competencies associated with relational pedagogy: care, interpersonal communication, an attentive presence and trust, facilitated service-learning amongst undergraduate students. Data for this study were drawn from personal reflections of teacher-student interactions during a service-learning course in change management. Findings show that although the demonstration of relational competencies associated with relational pedagogy created a conducive learning space that enabled students to gain practical knowledge, not all students in the study welcomed this approach. Based on the findings of this study, this article provides suggestions to educators in higher education engaged in servicelearning and directions for further research.

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“…The results of this study reveals that the better the pedagogy, the higher the students' competence becomes. Pedagogy could improve the students' mastery in learning theory by developing a IR 4.0 demand-based curriculum (Hollweck et al, 2019) and providing educational learning activities (Lozano et al, 2017). Furthermore, effective pedagogy improves students' communication such as using clear language, responding, and respecting peers' opinions (Long et al, 2018;Prasetio et al, 2017).…”

Section: The Effect Of Pedagogy On Competencementioning

confidence: 99%

“…Competence can be enhanced through various efforts, including optimizing learning strategies (Arifin et al, 2020;Letina, 2020;Hollweck et al, 2019;Vijayalakshmi & Kanchana, 2020), enhancing student pedagogical concepts (Darling-Hammond et al, 2019;de Troyer et al 2017;Glaesser, 2019), improving lecturer competence (Long & Gee, 2018;Prasetio et al, 2017;Sudargini & Purwanto, 2020), and integrating technology in education process (Ambassador & Martinez-Rivera, 2015;Sharkova, 2014). However, these strategies only focus on the pedagogical aspect (Alimuddin et al, 2020;Mayorova et al, 2020;Wang & Calvano, 2018), meaning that they are not effective enough to solve the increasing need for competencies, especially in fashion design education in the IR 4.0 era (Chika-James, 2020).…”

Section: Introductionmentioning

confidence: 99%

The Empirical Study of Factors Affecting Students’ Competence of Fashion Design Education in the Industrial Revolution 4.0 Era

Ernawati¹,

Hidayat²,

Primandari³

et al. 2022

INT J INSTRUCTION

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This study aims at measuring the effects of fashion design education on students' competence in the Industrial Revolution 4.0. It involved 497 students of the Fashion Design Study Program of Universitas Negeri Padang, Indonesia. The data were collected through questionnaire that was developed from the predetermined indicators. The data were analyzed using Structural Equation Model-Partial Least Square (SEM-PLS) with SmartPLS 3.0 software. The results of SEM indicated that outer loading, cronbach alpha, composite reliability, average variance extracted, measurement model assessment criteria and structural model were valid and fit. This also means that the instrument was valid and reliable. The result of the analysis indicates that there is a positive relationship between the structural model predictors; pedagogy, internship, and learning interest affected the student competence. These aspects are positive, significant, and partial predictors of the pedagogy effect on competence. Based on the variables, pedagogy is ranked as the highest aspect. There is a mediating effect of internship and learning interest on the relationship between pedagogy and competence. In order to reach their optimum competencies, the students have to take these three aspects into consideration in fashion design education.

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A Missing Piece: Embedding Restorative Justice and Relational Pedagogy into the Teacher Education Classroom

Cited by 23 publications

References 19 publications

Physician Perspectives on Addressing Anti-Black Racism

Physician Perspectives on Addressing Anti-Black Racism

Facilitating service-learning through competencies associated with relational pedagogy: a personal reflection

The Empirical Study of Factors Affecting Students’ Competence of Fashion Design Education in the Industrial Revolution 4.0 Era

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