Whole school restorative justice as a racial justice and liberatory practice: Oakland’s journey

Abstract

I want to begin by acknowledging the Mik'maq, the ancestors of the land. In doing so we affirm this is a post-genocidal land upon which we stand. At the same time, we recognise that Canada acknowledges responsibility for this unspeakable harm and is taking first steps to address it through the historic settlement and Truth and Reconciliation process around Indian Residential Schools. I also honour the historic Africans of Nova Scotia and recognise the statesanctioned harms of institutional and structural racism they have endured, while also recognising that Nova Scotia is taking first steps toward repair through the settlement and Restorative Inquiry around the Nova Scotia home for coloured children.

Overemphasizing individual differences and overlooking systemic factors reinforces educational inequality

“…These changes led to higher high school and postsecondary completion 78 , 79 , increased earning capacity 80 , and lower rates of special education placements 81 , grade retention 82 , child maltreatment 83 , and juvenile and violent crime arrests 81 , 84 . Restorative Justice for Oakland Youth worked with their local school district to transform a focus on punitive policies toward restorative practices, leading to reduced suspensions and violence, an interruption in the school-to-prison pipeline, and increased youth agency 85 . In Delhi, an intervention engaging lay counselors from the local community showed sustained effectiveness in supporting the mental health needs of students in low-resourced settings 86 .…”