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ERIC Number: EJ882692
Record Type: Journal
Publication Date: 2010
Pages: 32
Abstractor: ERIC
Reference Count: 54
ISBN: N/A
ISSN: ISSN-1071-4413
The Significance of Critical Theory for Restorative Justice in Education
Vaandering, Dorothy
Review of Education, Pedagogy & Cultural Studies, v32 n2 p145-176 2010
Restorative justice (RJ), a distinctive philosophical approach that seeks to replace punitive, managerial structures of schooling with those that emphasize the building and repairing of relationships has been embraced in the past two decades by a variety of school systems worldwide in an effort to build safe school communities. Early studies indicate RJ holds significant promise; however, proponents in the field identify that theoretical and evidence-based research is falling behind practice. They call for further research to deepen the current understanding of RJ that will support its sustainability and transformative potential and allow it to move from the margins to the mainstream of schooling. In this article, the author argues that critical theory, a framework that has to her knowledge been employed minimally in the field of RJ and education, exposes and then provides a means for addressing an important debate that has arisen, namely that of RJ being conceptualized solely in terms of student conduct as opposed to the development of relationship and community. The author contends that further insights into the implementation and sustainability of RJ in education can be developed by drawing on conceptual analytic frameworks about power relations. (Contains 1 table, 2 figures and 1 note.)
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: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada