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

Vaandering, Dorothy

doi:10.1080/10282580.2019.1611430

Cited by 2 publications

(1 citation statement)

References 22 publications

(14 reference statements)

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“…pronounced lack of training as a barrier to systemic reform Martinez et al (2022). called for integration of RP through not only training, but also opportunities to reflect on their beliefs, a finding also put forth byVaandering (2019).…”

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confidence: 99%

"We've left out a person": teachers' experiences of the implementation of restorative practices, an interpretative phenomenological analysis

Koza

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As restorative justice practices become more prevalent in schools, implementation precedes research-based considerations of the underlying restorative philosophy, leading to a wide range of understanding and effecting sustainable implementation. This study examined the problem of adequate teacher preparation for the implementation and support of a restorative justice initiative interrupted by the global COVID-19 pandemic in one ethnically diverse urban middle school in the Northeastern United States. Gloria Ladson-Billings' culturally relevant pedagogy provided the framework to explore how teachers made sense of restorative practices through their concepts of 1) themselves and others, 2) social relationships, and 3) the construction of knowledge. The overarching question that framed the study was, "How do teachers in one ethnically diverse urban middle school in the Northeastern United States experience and perceive implementing and supporting restorative justice initiatives?" The study employed a qualitative Interpretative Phenomenological Analysis (IPA) to explore seven teachers' experiences of the initiation and implementation of restorative practices. Data analysis revealed four themes: perceptions of restorative and exclusionary practices, cultural awareness and perceptions of relationships, experiences of initiation and implementation of restorative practices, and building capacity to support restorative practices. Recommendations for practice include offering participatory, culturally informed teacher training prior to implementation, ongoing professional development, and fostering a schoolwide restorative culture. Recommendations for future research include exploration of student and caregiver perceptions of restorative practices and investigation of adult beliefs of restorative practices through the lens of adult development.

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confidence: 99%

"We've left out a person": teachers' experiences of the implementation of restorative practices, an interpretative phenomenological analysis

Koza

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Restorative Justice and Practice in School Settings

Malone

Stowe

2023

Restorative Justice and Practices in the 21st Century

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The proposed chapter will explore the complexities and challenges involved in navigating shifts toward restorative justice paradigms in post-primary (ages 12-18 years) school settings. It details a case study example of a community of practice (CoP) within an Irish second-level school. The dilemma that was presented was how to breathe life into restorative practice throughout the school - to establish and extend the use of restorative practices in classrooms. The chapter distills the tricky dilemmas and possibilities when seeking to build restorative cultures within a post-primary school setting and the necessary components to navigate the cultural and paradigmatic shift that is required. CoP meetings catalyzed the transformative potential of restorative practices to reframe embedded pedagogic cultures and afforded participant teachers the opportunity for ‘restorative learning.' Working in committed, dialogic ways, teachers came to recognize the complexity of young students' lives and create conditions for their voices to emerge in authentic ways.

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

Cited by 2 publications

References 22 publications

"We've left out a person": teachers' experiences of the implementation of restorative practices, an interpretative phenomenological analysis

"We've left out a person": teachers' experiences of the implementation of restorative practices, an interpretative phenomenological analysis

Restorative Justice and Practice in School Settings

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