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Practicing Restorative Justice in School Communities: Addressing the Challenge of Culture Change

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  • Brenda Morrison
  • Peta Blood
  • Margaret Thorsborne

Abstract

The practice of restorative justice in schools has the capacity to build social and human capital through challenging students in the context of social and emotional learning. While restorative justice was originally introduced to schools to address serious incidents of misconduct and harmful behavior, the potential this philosophy offers is much greater. The conviction is that the key challenge for schools is addressing the culture change required to make the shift from traditional discipline, driven by punitive (or rewards based) external motivators, to restorative discipline, driven by relational motivators that seeks to empower individuals and their communities. Copyright Springer Science + Business Media, Inc. 2005

Suggested Citation

  • Brenda Morrison & Peta Blood & Margaret Thorsborne, 2005. "Practicing Restorative Justice in School Communities: Addressing the Challenge of Culture Change," Public Organization Review, Springer, vol. 5(4), pages 335-357, December.
    • Handle: RePEc:kap:porgrv:v:5:y:2005:i:4:p:335-357
    DOI: 10.1007/s11115-005-5095-6
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    References listed on IDEAS

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    1. Kawachi, Ichiro & Kennedy, Bruce P. & Wilkinson, Richard G., 1999. "Crime: social disorganization and relative deprivation," Social Science & Medicine, Elsevier, vol. 48(6), pages 719-731, March.
    2. Kennedy, Bruce P. & Kawachi, Ichiro & Brainerd, Elizabeth, 1998. "The role of social capital in the Russian mortality crisis," World Development, Elsevier, vol. 26(11), pages 2029-2043, November.
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    Cited by:

    1. Welch, Kelly, 2018. "The effect of minority threat on risk management and the “new disciplinology” in schools," Journal of Criminal Justice, Elsevier, vol. 59(C), pages 12-17.
    2. Ann Schumacher, 2014. "Talking Circles for Adolescent Girls in an Urban High School," SAGE Open, , vol. 4(4), pages 21582440145, October.
    3. McCoy, Selina & Mihut, Georgiana, 2020. "Examining the experiences of students, teachers and leaders at Educate Together second level schools," Research Series, Economic and Social Research Institute (ESRI), number RS113.

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