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ERIC Number: EJ1034349
Record Type: Journal
Publication Date: 2014-Jul
Pages: 6
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-1532-8759
Restorative Discipline: From Getting Even to Getting Well
Mullet, Judy Hostetler
Children & Schools, v36 n3 p157-162 Jul 2014
As commonly understood, school discipline seeks to stop misbehavior, teach prosocial behavior, and motivate healthier decision making in the misbehaving student. In practice, the means to these ends often take a punitive path that fosters a self-protective posture, a sense of powerlessness, and a negative attitude that can contribute to an ongoing cycle of harm. School suspensions and loss of privileges mirror a criminal justice system that looks and feels like retribution or payback. Although the misbehavior may be stifled in the immediate context, the possibility of long-term change is small. Further, an exclusive focus on the misbehaving student ignores the harm done to those affected by misbehavior, and the danger that the bullied will turn into bullies as they seek to regain power. How do we transition from getting even to getting well? Restorative justice, an empathy-based philosophy gaining ground in juvenile justice initiatives, offers a fresh perspective on school discipline. By focusing on the harm done to relationships, restorative justice practitioners view discipline as an opportunity to understand the relational nature of misbehavior, mend relationships, and make restitution. Restorative discipline offers a collaborative approach steeped in inquiry-based methodology that is ripe for further experimentation and research.
Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail: jnls.cust.serv@oxfordjournals.org; Web site: http://cs.oxfordjournals.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A