The Fairness Committee: Restorative Justice in a Small Urban Public High School
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| Title: | The Fairness Committee: Restorative Justice in a Small Urban Public High School |
|---|---|
| Language: | English |
| Authors: | Hantzopoulos, Maria |
| Source: | Prevention Researcher. 2013 20(1):7-10. |
| Availability: | Integrated Research Services, Inc. 66 Club Road Suite 370, Eugene, OR 97401. Tel: 800-929-2955; Fax: 541-683-2621; Web site: http://www.tpronline.org |
| Peer Reviewed: | Y |
| Page Count: | 4 |
| Publication Date: | 2013 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | High Schools |
| Descriptors: | Civil Rights, Discipline Policy, Functional Behavioral Assessment, Institutional Characteristics, Program Descriptions, Ethnography, Student Attitudes, Graduate Surveys, Student Surveys, Alumni, Social Justice, Effective Schools Research |
| Geographic Terms: | New York |
| ISSN: | 1086-4385 |
| Abstract: | Rather than creating safer schools, punitive policies--such as zero-tolerance discipline policies--appear only to have created hostile learning environments. In response, many advocacy organizations have urged schools to adopt a human rights framework, including restorative practices. Schools with restorative approaches have noted dramatic decreases in behavioral incidents and disciplinary sanctions since implementation. This article focuses on one school, Humanities Preparatory Academy, a small New York City public high school that uses a restorative justice model called the Fairness Committee to address community norm violations. It provides insight into both the ways that Fairness operates on the school level and the ways that students respond to participatory and restorative practices. (Contains 2 footnotes.) |
| Abstractor: | As Provided |
| Number of References: | 21 |
| Entry Date: | 2013 |
| Access URL: | https://www.tpronline.org/article.cfm/The_Fairness_Committee |
| Accession Number: | EJ1006576 |
| Database: | ERIC |
| Abstract: | Rather than creating safer schools, punitive policies--such as zero-tolerance discipline policies--appear only to have created hostile learning environments. In response, many advocacy organizations have urged schools to adopt a human rights framework, including restorative practices. Schools with restorative approaches have noted dramatic decreases in behavioral incidents and disciplinary sanctions since implementation. This article focuses on one school, Humanities Preparatory Academy, a small New York City public high school that uses a restorative justice model called the Fairness Committee to address community norm violations. It provides insight into both the ways that Fairness operates on the school level and the ways that students respond to participatory and restorative practices. (Contains 2 footnotes.) |
|---|---|
| ISSN: | 1086-4385 |
