Toward a Transformative Justice Discourse in Education

The purpose of this paper is to examine the role of language in creating and sustaining a restorative and transformative justice culture in learning communities. In this paper, the authors focus on one of four pedagogical... [ view full abstract ]

The purpose of this paper is to examine the role of language in creating and sustaining a restorative and transformative justice culture in learning communities. In this paper, the authors focus on one of four pedagogical stances, Language Matters[1], for engaging in restorative justice work in educational contexts—that is, a paradigm shift from punitive policies and practices to a prioritizing relationships, building consensus, and repairing harm.  In this paper, the authors seek to understand the role of language, and more specifically what we refer to as Transformative Justice Discourses (TJDs), to help schools practice justice and provide agentive opportunities for their students to engage in a participatory democracy.  Drawing from empirical data collected in a Midwestern high school in an American city, the authors ultimately argue that a focus on paradigm shifting as opposed to practice is needed to disrupt racial and socioeconomic inequities in schools (Author 1, Forthcoming; Author 1, 2016). The criminalization of Black, Indigenous, and Immigrant children and their families relegates them to monolithic labels and categories that fail to represent their full humanity.  While the empirical data is from a U.S setting, the authors will demonstrate connections in global contexts.  Ultimately the authors ask, what is at stake when schools implement restorative practices or alternative responses to suspensions and expulsions without engaging in the paradigmatic shifts of how race, racism, and racist ideas impede their ability to teach all children?

[1] The authors assert there are Four Pedagogical Stances for Restorative Justice Paradigm Shifting: History Matters; Race Matters; Justice Matters; and Language Matters.

N/A [ view full abstract ]

N/A

N/A [ view full abstract ]

N/A

N/A [ view full abstract ]

N/A