An ethnographic case study of a classroom for children with behavioral disorders was conducted in order to explore the question: In what ways does restorative justice empower students to respect each other’s physical and emotional well-being? Results demonstrate that when restorative justice frames the response when harm is done, students learn to repair relationships. This approach helps to maintain a peaceful educational environment where all are respected and have the opportunity to reach their full potential. In order to create such a space, concrete peace skills (communication, creativity, and critical thinking) can be taught. This study explored the relationships between education and democracy, education and peace, education and love, and education and restorative justice.
|Commitee:||Cox-Caniglia, Noel, Hammer-Tomizuka, Zoe|
|School Location:||United States -- Arizona|
|Source:||MAI 47/01M, Masters Abstracts International|
|Subjects:||Education, Special education, Education philosophy|
|Keywords:||Behavior management, Classroom management, Discipline, Schools, Social justice, Teaching|
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