Restoring Justice: Community Organizing to Transform School Discipline Policies

González, Thalia

doi:10.2139/ssrn.2658497

Cited by 5 publications

(4 citation statements)

References 17 publications

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“…Furthermore, parents are agents in school reform and should continue to organize in school or community-based settings, and collaborate with other educational stakeholders toward school equity. Parent organizations across the country have successfully advocated for their children by educating their communities on local school policies, and using a variety of negotiation and litigation strategies to enact systemic change in their local public schools (Fuentes, 2012; González, 2011; Goss, 2014; Oakes, 2008).…”

Section: Discussionmentioning

confidence: 99%

“That’s Why I Say Stay in School”: Black Mothers’ Parental Involvement, Cultural Wealth, and Exclusion in Their Son’s Schooling

Allen

White-Smith

2017

Urban Education

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This study examines parental involvement practices, the cultural wealth, and school experiences of poor and working-class mothers of Black boys. Drawing upon data from an ethnographic study, we examine qualitative interviews with four Black mothers. Using critical race theory and cultural wealth frameworks, we explore the mothers’ approaches to supporting their sons’ education. We also describe how the mothers and their sons experienced exclusion from the school, and how this exclusion limited the mothers’ involvement. We highlight their agency in making use of particular forms of cultural wealth in responding to the school’s failure of their sons.

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Section: Discussionmentioning

confidence: 99%

“That’s Why I Say Stay in School”: Black Mothers’ Parental Involvement, Cultural Wealth, and Exclusion in Their Son’s Schooling

Allen

White-Smith

2017

Urban Education

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“…Despite the popularity of restorative practice, scientific evidence lags behind its adoption in schools. Evidence for restorative practice consists of case studies showing reductions in discipline from pre- to post-implementation (e.g., González, 2011; Lewis, 2009). As an exception, Simson (2012) compared schools implementing restorative practice to schools that did not.…”

Section: Student–teacher Relationships In Existing Interventionsmentioning

confidence: 99%

Brief teacher training improves student behavior and student–teacher relationships in middle school.

Duong¹,

Pullmann²,

Buntain-Ricklefs³

et al. 2019

School Psychology

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Despite research demonstrating the importance of student–teacher relationships for student functioning, little is known about strategies to enhance such relationships, particularly in secondary school. The current study examined effects of a professional development for middle school teachers on the Establish-Maintain-Restore (EMR) approach. EMR aims to enhance teachers’ skills in cultivating relationships with students and involves brief training (3 hr) and ongoing implementation supports. In a randomized controlled trial, 20 teachers and 190 students were assigned to EMR or control. Observers rated academically engaged time and disruptive behavior, and teachers reported on relationship quality. Multilevel models showed that EMR resulted in significant improvements in student–teacher relationships (Hedge’s g = .61, 95% CI [0.21, 1.02]), academically engaged time (g = .81, 95% CI [0.01, 1.63]), and disruptive behavior (g = 1.07, 95% CI [0.01, 2.16]). Results indicate potential promise for EMR.

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“…RJ proposes a more peaceful, humane environment can be achieved when people that make up the community feel that they can participate in the resolutions of issues that affect them. This [26] perspective focuses on the relationships, empowerment, and collaboration of the whole population [27].…”

Section: Restorative Justicementioning

confidence: 99%

Restorative Justice: A Model of School Violence Prevention

Frı́as-Armenta¹,

Macías²,

Corral-Verdugo³

et al. 2018

SJEDU

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Restorative Justice (RJ) represents a holistic and humane alternative to punitive measures traditionally used in schools. The goal of RJ is to bring affected parties together following a conflict in order to identify a shared solution for reparation of damages. RJ has demonstrated effectiveness in reducing recidivism and improving community relations. The objective of the present study was to identify elements of RJ in middle school programs and curricula in Mexico. A documentary study was developed and implemented using a checklist as the primary data-collecting instrument. Results indicate the presence of some RJ principles in the curriculum of middle schools in Mexico. The findings suggest that while the principles of RJ are taught, essential components of RJ and school democratization are lacking, such as active student participation in conflict resolution and rule elaboration and school organization.

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Restoring Justice: Community Organizing to Transform School Discipline Policies

Cited by 5 publications

References 17 publications

“That’s Why I Say Stay in School”: Black Mothers’ Parental Involvement, Cultural Wealth, and Exclusion in Their Son’s Schooling

“That’s Why I Say Stay in School”: Black Mothers’ Parental Involvement, Cultural Wealth, and Exclusion in Their Son’s Schooling

Brief teacher training improves student behavior and student–teacher relationships in middle school.

Restorative Justice: A Model of School Violence Prevention

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