Using Restorative Practices to Teach and Uphold Dignity in an American School District

Abstract

Ce document est protégé par la loi sur le droit d'auteur. L'utilisation des services d'Érudit (y compris la reproduction) est assujettie à sa politique d'utilisation que vous pouvez consulter en ligne.https://apropos.erudit.org/fr/usagers/politique-dutilisation/ Cet article est diffusé et préservé par Érudit.Érudit est un consortium interuniversitaire sans but lucratif composé de l'Université de Montréal, l'Université Laval et l'Université du Québec à Montréal. Il a pour mission la promotion et la valorisation de la recherche. ABSTRACT. The protection and promotion of dignity is a foundational objective of restorative justice. Dignity-enhancing restorative justice practices, which are rooted in the traditional practices of Indigenous people groups, have been widely adopted in schools reactively, as a response to specific infractions. A growing number of schools are adopting restorative practices proactively, with a view to preventing misbehaviour by improving climate and strengthening relationships. This report from the Evanston / Skokie School District (K-8) in Illinois explores a cost-effective restorative practice implementation plan that focuses on volunteers and teachers partnering to introduce one key proactive practice, sharing circles, to classrooms. Using Donna Hicks' "essential elements of dignity" as a framework, I argue that restorative circle initiatives are a simple and effective means of transforming school communities by acknowledging, promoting and honouring the dignity of students. UTILISATION DE PRATIQUES RÉPARATRICES POUR ENSEIGNER ET PRÉSERVER LA