Complexity in restorative justice education circles: Power and privilege in voicing perspectives about sexual health, identities, and relationships

Abstract

Restorative justice pedagogies, such as dialogue or peacemaking circles, allow students to learn how to share and listen with peers, set boundaries for moral dialogue, and engage constructively with each other's perspectives. This study is part of a larger project focused on teachers' professional development and circle implementation. The focus of this article is on one teacher's approach to using circles in teaching her intermediate health curriculum unit, situated in a school with a strong restorative justice initiative. In this restorative classroom, dialogue was integrated into regularly enacted academic as well as interpersonal curriculum; this interrupted, or at times reaffirmed, the status quo. Data includes classroom observations, professional development observations, teacher and student interviews, and a reflective researcher journal. Dialogue enacted in this classroom illustrated moral issues students grappled with, relating to sexual health, inclusive sexual identities, and sociocultural relationships. Results illustrated how the teacher's pedagogical choices transmitted values and shaped opportunities for critical dialogue, and that students' social and cultural capital impacted how certain topics were discussed.

Development of Narratives and Belief in a Just World in Victims of Bullying Due to Sexual and Gender Diversity Issues

“…Parker and Bickmore [ 60 ] suggest that creating safe and open spaces for critical communication and discussion of sexual and gender identities not only allows students to share their experiences and perspectives, but also to broaden knowledge and build fairer thoughts in matters of high moral sensitivity. An example is the clubs or Gay–Straight Alliances (GSA) in US high schools.…”

Restorative justice a pathway to hope: an exploration of the impact restorative justice has on the schooling experiences of Black boys and the teachers who teach them

“…According to research, participation in mediation circles has proven to be the most beneficial of all the practices utilized in an RJ system. It is widely acknowledged that the most frequently used and influential RJ practice is the restorative circle (Bohmert & Duwe, 2018;Parker & Bickmore, 2021). The second finding will discuss how the data presented both benefits and disadvantages of restorative circles.…”