Teachers of Color Implementing Restorative Justice Practices in Elementary Classrooms: A DisCrit Analysis

IF 2.7 Q1 EDUCATION & EDUCATIONAL RESEARCH

Equity & Excellence in Education Pub Date : 2021-10-02 DOI:10.1080/10665684.2021.2000519

Saili S. Kulkarni, Melanie M. Chong

引用次数: 3

Abstract

ABSTRACT This article provides case studies of two elementary school teachers of color who enact restorative justice practices in their classrooms, which include students of color with disabilities. Although the positive effects of restorative justice practices has been well-documented for general education classrooms, less is known about how restorative justice interacts with disability justice and accounts for disability and difference. Additionally, there has been little research on the influences of restorative justice practices with young children, including those in early elementary grades. In this study, we explored these gaps and how two teachers of color envisioned and enacted restorative justice practices. Disability Studies and Critical Race Theory (DisCrit) illuminates how teachers of color navigate structural racism and ableism through restorative justice practices in their classrooms. The article concludes with recommendations for building networks and community to resist institutional barriers to implementation.

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有色人种教师在小学课堂上实施恢复性司法实践的质疑分析

摘要本文提供了两名有色人种小学教师在课堂上实施恢复性司法实践的案例研究，其中包括有色人种残疾学生。尽管恢复性司法实践在普通教育课堂上的积极影响已经得到了充分的证明，但人们对恢复性司法如何与残疾司法相互作用以及如何解释残疾和差异知之甚少。此外，关于恢复性司法做法对幼儿，包括小学低年级儿童的影响的研究很少。在这项研究中，我们探讨了这些差距，以及两位有色人种教师是如何设想和实施恢复性司法实践的。残疾研究和批判性种族理论（DisCrit）阐明了有色人种教师如何在课堂上通过恢复性司法实践应对结构性种族主义和残疾主义。文章最后提出了建立网络和社区以抵制执行方面的体制障碍的建议。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Equity & Excellence in Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.80

自引率

23.10%

发文量

期刊介绍： Equity & Excellence in Education publishes articles based on scholarly research utilizing qualitative or quantitative methods, as well as essays that describe and assess practical efforts to achieve educational equity and are contextualized within an appropriate literature review. We consider manuscripts on a range of topics related to equity, equality and social justice in K-12 or postsecondary schooling, and that focus upon social justice issues in school systems, individual schools, classrooms, and/or the social justice factors that contribute to inequality in learning for students from diverse social group backgrounds. There have been and will continue to be many social justice efforts to transform educational systems as well as interpersonal interactions at all levels of schooling.