View in EDS

Restorative [In] Justice: Why Schools Struggle to Implement Restorative Justice for Black Girls

Saved in:
Bibliographic Details
Title: Restorative [In] Justice: Why Schools Struggle to Implement Restorative Justice for Black Girls
Language: English
Authors: Alaina Neal-Jackson
Source: Texas Education Review. 2025 13(1):132-151.
Availability: Texas Education Review. Available from: University of Texas at Austin, George I. Sanchez Building, 1912 Speedway, Austin, TX 78705. Tel: 512-471-7551; Fax: 512-471-5975; e-mail: txedreview@utexas.edu; Web site: https://review.education.utexas.edu/
Peer Reviewed: Y
Page Count: 20
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Descriptors: Restorative Practices, African American Students, Females, Discipline, Theory Practice Relationship, Fidelity, Student Participation, Educational Practices, Longitudinal Studies, Adolescents, High School Students
Geographic Terms: Michigan
ISSN: 2329-5724
Abstract: As the nation reckons with the role that the over-expansion of zero-tolerance discipline policies has played in the disproportionate disciplining of Black girls and Black children as a whole, restorative justice (RJ) has taken center stage in the quest for change. This paper explores the tensions that arise when moving from restorative justice theory to practice. Drawing upon data from a critical ethnographic study, and employing intersectionality as a theoretical frame, this paper explores how one school struggled to implement a genuinely restorative model for Black girls based on their inability to engage, with fidelity, the foundational principles of restorative justice. Without a firm grasp of and commitment to the core principles of RJ, the restorative process in this school was coopted such that it reproduced the inequities it was hoping to disrupt and functioned as zero-tolerance discipline by another name.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1463726
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1463726
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1463726
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Restorative [In] Justice: Why Schools Struggle to Implement Restorative Justice for Black Girls
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Alaina+Neal-Jackson%22">Alaina Neal-Jackson</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Texas+Education+Review%22"><i>Texas Education Review</i></searchLink>. 2025 13(1):132-151.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Texas Education Review. Available from: University of Texas at Austin, George I. Sanchez Building, 1912 Speedway, Austin, TX 78705. Tel: 512-471-7551; Fax: 512-471-5975; e-mail: txedreview@utexas.edu; Web site: https://review.education.utexas.edu/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 20
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Restorative+Practices%22">Restorative Practices</searchLink><br /><searchLink fieldCode="DE" term="%22African+American+Students%22">African American Students</searchLink><br /><searchLink fieldCode="DE" term="%22Females%22">Females</searchLink><br /><searchLink fieldCode="DE" term="%22Discipline%22">Discipline</searchLink><br /><searchLink fieldCode="DE" term="%22Theory+Practice+Relationship%22">Theory Practice Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Fidelity%22">Fidelity</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Participation%22">Student Participation</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Longitudinal+Studies%22">Longitudinal Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Adolescents%22">Adolescents</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Michigan%22">Michigan</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2329-5724
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: As the nation reckons with the role that the over-expansion of zero-tolerance discipline policies has played in the disproportionate disciplining of Black girls and Black children as a whole, restorative justice (RJ) has taken center stage in the quest for change. This paper explores the tensions that arise when moving from restorative justice theory to practice. Drawing upon data from a critical ethnographic study, and employing intersectionality as a theoretical frame, this paper explores how one school struggled to implement a genuinely restorative model for Black girls based on their inability to engage, with fidelity, the foundational principles of restorative justice. Without a firm grasp of and commitment to the core principles of RJ, the restorative process in this school was coopted such that it reproduced the inequities it was hoping to disrupt and functioned as zero-tolerance discipline by another name.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1463726
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1463726
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 20
        StartPage: 132
    Subjects:
      – SubjectFull: Restorative Practices
        Type: general
      – SubjectFull: African American Students
        Type: general
      – SubjectFull: Females
        Type: general
      – SubjectFull: Discipline
        Type: general
      – SubjectFull: Theory Practice Relationship
        Type: general
      – SubjectFull: Fidelity
        Type: general
      – SubjectFull: Student Participation
        Type: general
      – SubjectFull: Educational Practices
        Type: general
      – SubjectFull: Longitudinal Studies
        Type: general
      – SubjectFull: Adolescents
        Type: general
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: Michigan
        Type: general
    Titles:
      – TitleFull: Restorative [In] Justice: Why Schools Struggle to Implement Restorative Justice for Black Girls
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Alaina Neal-Jackson
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 2329-5724
          Numbering:
            – Type: volume
              Value: 13
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Texas Education Review
              Type: main
ResultId 1