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1 – 4 of 4Hilary Lustick, Abeer Hakouz, Allison Ward-Seidel and Larissa Gaias
This study facilitated restorative coordinators in co-constructing and proposing solutions to common problems in RJ implementation.
Abstract
Purpose
This study facilitated restorative coordinators in co-constructing and proposing solutions to common problems in RJ implementation.
Design/methodology/approach
This study used grounded theory to examine barriers to equitable restorative justice (RJ) implementation in the US. Drawing on interviews and focus groups with restorative coordinators, we used a combination of inductive and deductive coding consistent with the grounded theory approach.
Findings
Coordinators distinguished between RJ as a top-down, isolated “program” versus RJ as a collaborative “practice” among all stakeholders. Only the latter was equitable, in their view, and required a consistent principal commitment to building and maintaining an inclusive school culture. Participants recommended that teacher and principal preparation provide opportunities to cultivate critical consciousness and participate in RJ practices.
Originality/value
Existing research on discipline reform tends to focus on outcomes, such as suspension rates. Instead, participants focused on the reform process, viewing equitable RJ as an ongoing “practice” to improve school culture. Our findings also open new discussions about leadership preparation content and pedagogy: participants called for preparation programs to cultivate critical consciousness and facility with RJ. Lastly, the study’s recruitment and focus group design raise important considerations for future RJ research.
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Martha Griffin, Paul Duff and Liam MacGabhann
The training and education of peers represents an important milestone in the peer's journey to work within organisational settings. Historically, peer support occurred based on a…
Abstract
The training and education of peers represents an important milestone in the peer's journey to work within organisational settings. Historically, peer support occurred based on a mutual relationship whereby one peer often with more experience provided support and guidance to another. However, as peers began to move into organisations staffed by professionals, a standard of training and education became needed if peers were to be accepted. This chapter outlines these issues, as well as discussing the training standards, the academics and soft skills needed. Some of the challenges peers face during their education and their continued development will be discussed. This chapter will focus on the training of peers for mental health and substance use settings in addition to other emerging areas in social inclusion.
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Marcia Texler Segal and Vasilikie (Vicky) Demos
Environments are gendered and environmental issues have impacts on gender. This introduction highlights some current environmental issues from the ecofeminist perspective that…
Abstract
Environments are gendered and environmental issues have impacts on gender. This introduction highlights some current environmental issues from the ecofeminist perspective that characterizes the contributions and summarizes the chapters in the volume that feature the activities of indigenous women in the Columbian Amazon, urban environments in Athens and Rome, workplace environments in Bangladeshi offices, STEM labs in universities in the United States, and homes used for sex work in Punjab. It ends with a suggestion for a queer spiritual ecofeminist approach to environments.
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