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ERIC Number: EJ820184
Record Type: Journal
Publication Date: 2005-Sep
Pages: 18
Abstractor: As Provided
Reference Count: 17
ISBN: N/A
ISSN: ISSN-0953-9964
Seeing Things Differently: Restorative Justice and School Discipline
Varnham, Sally
Education and the Law, v17 n3 p87-104 Sep 2005
Bullying, harassment, anti-social behaviour, drug abuse--in recent years many safety issues concerning student behaviour confront school authorities. How should schools respond to behaviour that threatens school safety? Much discussion surrounds school responses and the levels of stand-downs, suspensions and expulsions. There is debate also concerning the pre-emptive measures, such as searching and drug testing, introduced by schools in an attempt to guard against such behaviour. The question needs to be asked: Why do young people behave badly in school? Is it that the majority of students feel that schooling is something that is "done to them" rather than a process in which they are active valued and significant participants? Should schools be moving towards more meaningful involvement of students not only in building the school community but also in solving problems within that community? There is a currently a great deal of research in New Zealand and the comparative jurisdictions concerning both the teaching of citizenship in formal education and the introduction of school cultures which embrace the right to participation of young people. This article picks up on the theme of citizenship in schools by considering processes by which conflict and safety issues may be dealt with by the school community as a whole, based on the restoration of relationships rather than punishment. It looks particularly at restorative justice practices such as peer mediation in the case of student conflict and school community conferencing. (Contains 57 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand