A window on relationships: reflecting critically on a current restorative justice theory

Abstract

Inherent in the task of theorising is a responsibility for ongoing critical reflection of the ideas presented (Steele, 2010). To that end, this article responds to the invitation extended by McCold and Wachtel to examine the conceptual theory of restorative justice they first presented in 2003 and which continues to be promoted globally. One particular aspect of their theory, the Social Discipline Window, is examined. Drawing on a qualitative, critical case study conducted in schools in Ontario, Canada, the article illustrates: (a) how unexamined theory can be problematic and promote practice that counters the principles of restorative justice; and (b) how people's lives can be impacted by power dynamics inherent in the theory presented (Woolford, 2009). In response, a revised Relationship Window is presented along with examples of how it can affect practice that is more consistently aligned with the philosophical foundations of restorative justice.

Examining the trade-off between compensation and promptness in eWOM-triggered service recovery: A restorative justice perspective

“…The nature of restorative justice entails addressing conflict resolution and re-building cohesion between the two parties' opposing interests (Morrison & Ahmed, 2006;Vaandering, 2013). This process reflects the conflict of interests between hotels and consumers who experience service failure and manifests in the attention hotels devote to customer relationship management in the post-purchase stage (Ha & Jang, 2009;Kelley & Davis, 1994).…”

Seeing the Harm to Happiness: Integrating Satisfaction With Life Into Restorative Practices

“…Strong interpersonal relationships are the core of restorative justice and restorative practices (Vaandering, 2013; Zehr, 2015a, 2015b). Restorative justice acknowledges that we are all interconnected in a broad context that includes family and community (Davis, 2019; Zehr, 2015b).…”

Restorative practices and their potential to foster resilient masculinities from patriarchal culture: a scoping review

“…4,8,9 This transformation has to do with the desire to have meaningful and affectionate relationships, 1 if not only towards women and peers, perhaps towards future offspring. It is for this reason that is important to engage boys in educational interventions that question the status quo, support transparent and engaging leadership, confront shame related with privilege in a way that communicates that they are capable and lovable, 24 talks explicitly about the harms that patriarchy brings to everyone in the community, exalt the importance of relationships, and the healthy expression of emotions.…”

“…These are the first groups that need to go through restorative processes of sensitizing, active listening, and critical problematizing of structural violence. 24,27 Restorative practices offer ways to begin this path. Fostering resilience in the classroom is based on building strong relationships with the students.…”