Mansfield, K.C., Rainbolt, S., & Fowler, E. (2018). Implementing restorative justice as a step toward racial equity in school discipline. Teachers College Record, 120(14), 1-24. http://www.tcrecord.org/Content.asp?ContentId=22385
The purpose of this multimedia research is to provide a blueprint for change that is centered on an alternative disciplinary approach referred to as restorative justice or restorative practices. First, we provide a short overview of the problem of racially based discipline practices in American schools. Then, we share the philosophical underpinnings of restorative justice, describe key components essential to its implementation, and provide links to videos that il- lustrate the successful implementation of restorative practices in authentic school settings. Thereafter, we offer what we believe is vital for institutional change: understanding the role Whiteness plays in disparate treatment and engaging in anti-racist school leadership. In the final section of the paper, we share specific strategies educators can use to navigate the change processes necessary to work toward racial equity in school discipline.
Two other new publications:
Thachik, S.L. & Mansfield, K.C. (2018). Striving toward the promise of P-16 reform: Political, organizational, and leadership challenges. Journal of Educational Leadership and Policy Studies, 1(2). Available at: https://go.southernct.edu/jelps/files/1-2/JELPS-Spring-2018-Thachik-Mansfield.pdf
Rainbolt, S., Fowler, E.S., & Mansfield, K.C. (2019). High school teachers' perceptions of restorative discipline practices. NASSP Bulletin, 103(2), 158-182.
Email: [email protected]
The purpose of this multimedia research is to provide a blueprint for change that is centered on an alternative disciplinary approach referred to as restorative justice or restorative practices. First, we provide a short overview of the problem of racially based discipline practices in American schools. Then, we share the philosophical underpinnings of restorative justice, describe key components essential to its implementation, and provide links to videos that il- lustrate the successful implementation of restorative practices in authentic school settings. Thereafter, we offer what we believe is vital for institutional change: understanding the role Whiteness plays in disparate treatment and engaging in anti-racist school leadership. In the final section of the paper, we share specific strategies educators can use to navigate the change processes necessary to work toward racial equity in school discipline.
Two other new publications:
Thachik, S.L. & Mansfield, K.C. (2018). Striving toward the promise of P-16 reform: Political, organizational, and leadership challenges. Journal of Educational Leadership and Policy Studies, 1(2). Available at: https://go.southernct.edu/jelps/files/1-2/JELPS-Spring-2018-Thachik-Mansfield.pdf
Rainbolt, S., Fowler, E.S., & Mansfield, K.C. (2019). High school teachers' perceptions of restorative discipline practices. NASSP Bulletin, 103(2), 158-182.
Email: [email protected]
