The Cart Before the Horse: The Challenge and Promise of Restorative Justice Consultation in Schools

Song, Samuel Y.; Swearer, Susan M.

doi:10.1080/10474412.2016.1246972

Cited by 60 publications

(42 citation statements)

References 16 publications

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“…RJ practices have been adopted rapidly by schools in the last two years in reaction to the punishments, sanctions, school expulsions, and school-to-prison pipelines that disproportionately target African-American children by nearly four-to-one (U. S. Department of Education 2016). Anecdotal reports suggest some positive impact on expulsions and suspensions, school climate, and some disciplinary problems, but the adoption rate appears far ahead of an evidence base (Fronius et al 2016;Song and Swearer 2016).…”

Section: Operant Conditioning and Information Disseminationmentioning

confidence: 99%

Rethinking School-Based Bullying Prevention Through the Lens of Social and Emotional Learning: a Bioecological Perspective

Divecha

Brackett

2019

Int Journal of Bullying Prevention

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This article makes the case for shifting the national focus from bullying prevention to the systemic integration of evidence-based practices of social and emotional learning (SEL) into US school programs and policies. Several meta-analyses demonstrate that SEL is a promising approach for reducing a range of disruptive behaviors in schools. The data also show that SEL enhances school engagement and climate, interpersonal relationships, well-being, and academic achievement. We critically analyze existing approaches to bullying prevention in the USA and, from a bioecological perspective, describe their limitations, in addition to the importance of emotions in the organization of children's development. We discuss why schools should address the social and emotional development of children and adults in order to decrease harmful behaviors, form positive relationships, support psychological health, and offer more effective education. The bioecological perspective provides a framework for successfully integrating whole-school, evidence-based approaches to SEL, including statewide adoption of SEL standards and increased focus on school climate.

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Section: Operant Conditioning and Information Disseminationmentioning

confidence: 99%

Rethinking School-Based Bullying Prevention Through the Lens of Social and Emotional Learning: a Bioecological Perspective

Divecha

Brackett

2019

Int Journal of Bullying Prevention

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“…There are numerous educational issues and programs that would benefit from research that incorporates the concerns of both proponents and skeptics. For example, the implementation of restorative justice is gaining popularity in school systems worldwide, but research is far behind practice (Song & Swearer, 2016). Restorative justice as applied to schools is a philosophy of discipline that focuses on rebuilding relationships in the school community by bringing together offenders and those affected by the infraction to decide together how to repair the harm caused to others (Suvall, 2009;Zehr, 2015).…”

Section: Preregistered Adversarial Collaborationsmentioning

confidence: 99%

“…Although some scholars and policy makers support the potential of restorative justice (Pavelka, 2013;Wearmouth, Mckinney, & Glynn, 2007;Zehr, 2015), reports from school districts suggest that restorative justice can negatively affect school climate, safety, and staff morale (Augustine, Engberg, Grimm, Lee, Wang, et al, 2018;Eden, 2019;Gray, Sirinides, Fink, Flack, DuBois, et al, 2017). Main areas of disagreement regarding restorative justice include the relative importance of prescriptive policies, requirement of adherence to philosophical values, the level of necessary implementation in a school, and the role that restorative justice plays in addressing issues of racial equality (Anfara, Evans, & Lester, 2013;Morrison & Vaandering, 2012;Song & Swearer, 2016). Rather than debate for decades while millions of students age through the system, researchers supporting the potential of restorative justice can collaborate with those who are skeptical to subject their perspectives to an empirical test through the production of joint research under an agreed upon protocol.…”

Section: Preregistered Adversarial Collaborationsmentioning

confidence: 99%

Open Science 2.0: Large-Scale Collaborative Education Research

Smith²,

McBee³

et al. 2019

Preprint

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Concerns about the replication crisis and false findings have spread through a number of fields, including educational and psychological research. In some pockets, education has begun to adopt open science reforms that have proven useful in other fields. These include preregistration, open materials and data, and registered reports. These reforms are necessary and offer education research a path to increased credibility and social impact. But they all operate at the level of individual researchers’ behavior. In this paper, we discuss models of large-scale collaborative research practices and how they can be applied to educational research. The combination of large-scale collaboration with open and transparent research practices offers education researchers an exciting new method for falsifying theories, verifying what we know, resolving disagreements, and exploring new questions.

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“…(a) feminist theories and black feminist theories (hooks, 2004) that highlight the complexity of converging multiple identities that challenge the opportunities possible for nurturing authentic relationship, collaboration, and interdependence within communities. The findings of this research begins to expose the complexity of political and social expression counteracting power imbalances that continually marginalize some for maintaining the status (and oppression) of a few (Smith, 1999;hooks, 1984).…”

Section: Cohesion With Other Studiesmentioning

confidence: 99%

“Too much changing has happened to go back”: professional development, paradigm shifts and poetry

Vaandering

2019

Contemporary Justice Review

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Restorative justice (RJ) holds significant potential as a means for nurturing relational school cultures and addressing harm within those contexts. However, educators participating in professional development (pd), often articulate a commitment to RJ in principle but tend to continue practicing a pedagogy that focuses on controlling student (mis) behavior apart from its relational context. Considering the strong philosophical perspective of humanity on which RJ is grounded, this phenomenological case study examines the impact of pd that explicitly (a) engages with core beliefs and values of RJ and (b) invites participants to examine their personal philosophical stance. Employing theory guided analysis and poetic inquiry to examine participants' reflections nine months following their experience, results indicate that commitment and practice are better aligned. Significant change in perspectives emerge of self; others; current practice; and group engagement. A list of recommended components for professional development conclude the article.

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The Cart Before the Horse: The Challenge and Promise of Restorative Justice Consultation in Schools

Cited by 60 publications

References 16 publications

Rethinking School-Based Bullying Prevention Through the Lens of Social and Emotional Learning: a Bioecological Perspective

Rethinking School-Based Bullying Prevention Through the Lens of Social and Emotional Learning: a Bioecological Perspective

Open Science 2.0: Large-Scale Collaborative Education Research

“Too much changing has happened to go back”: professional development, paradigm shifts and poetry

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