Comparing a restorative justice school and a non-restorative justice school involved in consolidation: implications for perceptions of school climate

Oliveira, Philip

doi:10.7282/t3-bd9e-b196

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2021

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“…Additionally, schools with proportionally more Black students may be less likely to have access to restorative practices (Payne & Welch, 2015). Restorative justice scholars and practitioners also caution against using RJ solely in response to disciplinary responses, and emphasize the vital role it plays in developing a healthy school climate (Hulvershorn & Mulholland, 2018, Morrison et al, 2005Oliveira, 2020) and introducing restorative values and practices to educators and the wider community (Gal, 2016;Sandwick, 2019).…”

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confidence: 99%

It’s Deeper Than That!: Restorative Justice and the Challenge of Racial Reflexivity in White-led Schools

Romano

Almengor

2021

Urban Education

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This paper uses critical race theory to analyze several case studies focused on the experiences of two restorative justice coordinators (RJCs), both Black women and how they understood and responded to perceived racial injustices in urban schools with white leadership. These schools were attempting to address unequal disciplinary practices toward students of color through restorative justice and the RJCs adapted their approaches to addressing racialized dynamics while also developing school-wide networks to foster broader critical reflection on race. They navigated the risks of challenging white privilege and systemic racism both of which at times limited their attempts at influencing change.

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