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Deepening Democracy: How One School's Fairness Committee Offers an Alternative to 'Discipline'

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Title: Deepening Democracy: How One School's Fairness Committee Offers an Alternative to 'Discipline'
Language: English
Authors: Hantzopoulos, Maria
Source: Schools: Studies in Education. Spr 2011 8(1):112-116.
Availability: University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.press.uchicago.edu
Peer Reviewed: Y
Page Count: 5
Publication Date: 2011
Document Type: Journal Articles
Reports - Descriptive
Education Level: High Schools
Descriptors: Urban Schools, Discipline, Zero Tolerance Policy, Decision Making Skills, Justice, Theory Practice Relationship, Conflict Resolution, Democracy, Participative Decision Making, Models, Student Empowerment
Geographic Terms: New York
DOI: 10.1086/659440
ISSN: 1550-1175
Abstract: As zero tolerance policies and retributive disciplinary codes proliferate among public schools throughout the country, this essay reflects upon one school's nontraditional model of school "discipline" as an alternative to such punitive policies. In particular, this essay explores the fairness committee at Humanities Preparatory Academy in New York City, a restorative approach that seeks to create, through dialogue and by consensus, appropriate responses for community norm violations in lieu of meted out prescribed punishments. The essay features examples of actual cases taken to fairness committee to illustrate how students and teachers jointly negotiate the multiple perspectives surrounding they infractions, while they simultaneously determine how to best restore and mend the community and move towards a more just, democratic, and caring space.
Abstractor: As Provided
Entry Date: 2011
Accession Number: EJ935554
Database: ERIC
FullText Links:
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  Data: Deepening Democracy: How One School's Fairness Committee Offers an Alternative to 'Discipline'
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  Data: <searchLink fieldCode="SO" term="%22Schools%3A+Studies+in+Education%22"><i>Schools: Studies in Education</i></searchLink>. Spr 2011 8(1):112-116.
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  Data: University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.press.uchicago.edu
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  Data: <searchLink fieldCode="DE" term="%22Urban+Schools%22">Urban Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Discipline%22">Discipline</searchLink><br /><searchLink fieldCode="DE" term="%22Zero+Tolerance+Policy%22">Zero Tolerance Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Decision+Making+Skills%22">Decision Making Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Justice%22">Justice</searchLink><br /><searchLink fieldCode="DE" term="%22Theory+Practice+Relationship%22">Theory Practice Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Conflict+Resolution%22">Conflict Resolution</searchLink><br /><searchLink fieldCode="DE" term="%22Democracy%22">Democracy</searchLink><br /><searchLink fieldCode="DE" term="%22Participative+Decision+Making%22">Participative Decision Making</searchLink><br /><searchLink fieldCode="DE" term="%22Models%22">Models</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Empowerment%22">Student Empowerment</searchLink>
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  Data: As zero tolerance policies and retributive disciplinary codes proliferate among public schools throughout the country, this essay reflects upon one school's nontraditional model of school "discipline" as an alternative to such punitive policies. In particular, this essay explores the fairness committee at Humanities Preparatory Academy in New York City, a restorative approach that seeks to create, through dialogue and by consensus, appropriate responses for community norm violations in lieu of meted out prescribed punishments. The essay features examples of actual cases taken to fairness committee to illustrate how students and teachers jointly negotiate the multiple perspectives surrounding they infractions, while they simultaneously determine how to best restore and mend the community and move towards a more just, democratic, and caring space.
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      – SubjectFull: Justice
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      – SubjectFull: Democracy
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      – SubjectFull: Participative Decision Making
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      – SubjectFull: Models
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      – SubjectFull: Student Empowerment
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      – SubjectFull: New York
        Type: general
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