New directions in whole-school restorative justice implementation

被引：47

作者：

Gonzalez, Thalia ^{[1
,2
]}

Sattler, Heather ^{[3
]}

Buth, Annalise J. ^{[4
]}

机构：

[1] Occident Coll, Polit Dept, Los Angeles, CA USA

[2] Georgetown Univ, Ctr Poverty & Inequal, Law Ctr, Washington, DC USA

[3] Milwaukee Publ Sch, Alliance Sch, Milwaukee, WI USA

[4] Northwestern Pritzker Sch Law, Ctr Negotiat & Mediat, Chicago, IL USA

来源：

CONFLICT RESOLUTION QUARTERLY | 2019年 / 36卷 / 03期

关键词：

D O I：

10.1002/crq.21236

中图分类号：

C [社会科学总论];

学科分类号：

03 ; 0303 ;

摘要：

Research on school-based restorative justice demonstrates that whole-school interventions are the most effective for improving student outcomes. Despite rapid growth of restorative justice, few studies capture more than the first stage of implementation. This article aims to fill this gap by presenting a multiyear case study of a small urban high school (2011-2018). The whole-school model explores new directions for the field by placing theory and practice directly into academic curriculum. Further, it democratizes restorative justice as students assume lead roles as practitioners, a departure from the dominant model in schools where restorative approaches are developed and led by adults.

引用

页码：207 / 220

页数：14

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