History Matters: Challenging an A-Historical Approach to Restorative Justice in Teacher Education.
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| Title: | History Matters: Challenging an A-Historical Approach to Restorative Justice in Teacher Education. |
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| Authors: | Kohli, Rita, Montaño, Elizabeth, Fisher, Damany |
| Source: | Theory Into Practice. Fall 2019, Vol. 58 Issue 4, p377-384. 8p. |
| Subjects: | Restorative justice, Teacher education, Cooperative processing, Public schools, Teacher effectiveness |
| Abstract: | Restorative justice (RJ) emphasizes repairing harm through cooperative processes, rather than top-down, punitive responses. Initially used within the justice system to reduce incarceration, RJ gained momentum in public schools as evidence mounted of racially disproportionate school discipline, and in 2016, was incorporated in the California State Teachers Performance Expectations (TPEs). Despite its growth, many teachers, administrators, and teacher educators have had little exposure to RJ. In this article, we review the history of RJ and articulate its transition into education, examine its institutionalization within California TPEs, and expose contradictions that emerge from a de-contextualized approach. Next, we share findings from qualitative questionnaires to expose how these contradictions are mirrored in teacher candidates' understanding of restorative justice, revealing the need for historical framing and training resources as RJ is built into teacher education. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Restorative justice (RJ) emphasizes repairing harm through cooperative processes, rather than top-down, punitive responses. Initially used within the justice system to reduce incarceration, RJ gained momentum in public schools as evidence mounted of racially disproportionate school discipline, and in 2016, was incorporated in the California State Teachers Performance Expectations (TPEs). Despite its growth, many teachers, administrators, and teacher educators have had little exposure to RJ. In this article, we review the history of RJ and articulate its transition into education, examine its institutionalization within California TPEs, and expose contradictions that emerge from a de-contextualized approach. Next, we share findings from qualitative questionnaires to expose how these contradictions are mirrored in teacher candidates' understanding of restorative justice, revealing the need for historical framing and training resources as RJ is built into teacher education. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00405841 |
| DOI: | 10.1080/00405841.2019.1626613 |
