Free Delivery Over $100
|
|
|||
|
||||
OverviewDrawing on recent international developments in criminal justice, Restorative Approaches to Conflict in Schools highlights the long-term ineffectiveness of punitive models of discipline in education contexts and examines an alternative approach, underpinned by the principles of restorative justice. This approach provides an opportunity for adults and young people to engage with a range of processes such as group conferencing and peer mediation, whereby: conflict and harm are confronted and repaired; a future rather than past orientation is developed; relationships are built upon the values and attitudes of respect, inclusion and equality; pupils learn inter-personal and problem solving skills as well as social responsibility; staff develop skills and confidence in working restoratively; the risk of future/repeat problems is minimised; and a positive school ethos is developed. These approaches have proven to be highly effective in criminal justice systems around the world, and are beginning to be applied more widely in educational contexts. This edited volume draws together for the first time contributions from an interdisciplinary field of international experts and practitioners on the subject, and offers both critique and guidance in order that the implementation of restorative approaches in schools may be undertaken thoughtfully and sustainably. This exciting new text will be a key reference book for locating contemporary, international and inter-disciplinary debate in the field. Full Product DetailsAuthor: Edward Sellman (University of Nottingham, UK) , Hilary Cremin (University of Cambridge, UK) , Gillean McCluskeyPublisher: Taylor & Francis Ltd Imprint: Routledge Dimensions: Width: 15.60cm , Height: 1.70cm , Length: 23.40cm Weight: 0.458kg ISBN: 9780415656115ISBN 10: 0415656117 Pages: 274 Publication Date: 22 August 2013 Audience: Professional and scholarly , Professional & Vocational Format: Paperback Publisher's Status: Active Availability: In Print  This item will be ordered in for you from one of our suppliers. Upon receipt, we will promptly dispatch it out to you. For in store availability, please contact us. Table of ContentsAcknowledgements Foreword 1. Contextual, Contested and Catalytic: A Thematic Introduction to the Potential of Restorative Approaches in Schools Part 1: Contextualised 2. Restorative Justice: An International Perspective 3. The Journey from Criminal Justice to Education: Utilising Restorative Justice Practices in Schools in New Zealand 4. Restorative Justice as World View 5. Restorative Practices in New Zealand Schools: A Developmental Approach 6. Merging Past and Present? Conflict Resolution in South African Township Schools: An Ubuntu–Restorative Approach 7. A Restorative Challenge: Can Citizenship Trump Identity in Northern Ireland? 8. Restorative Approaches in School: A Psychological Perspective 9. Reflections on Researching Restorative Approaches in Schools and Children’s Residential Care Part 2: Contested 10. Restoration, Transformation or Education? A Philosophical Critique of Restorative Approaches in Schools 11. Critical Perspectives on Restorative Justice / Restorative Approaches in Educational Settings 12. Beyond the Bad Apple: Analytical and Theoretical Perspectives on the Development of Restorative Approaches in Schools 13. Challenges to Education: Restorative Practice as a Radical Demand on Conservative Structures of Schooling 14. Effective Evaluation of Restorative Approaches Part 3: Catalytic? 15. Restorative Approaches in Schools: Necessary Roles of Cooperative Learning and Constructive Conflict 16. Peacebuilding through Circle Dialogue Processes in Primary Classrooms: Locations for Restorative and Educative Work 17. Challenging the Punitive Turn in Youth Justice through Restorative Approaches in Schools? 18. Creating the Restorative School Part 1: Seeding Restorative Approaches in Minnesota 19. Creating the Restorative School Part 2: The Impact of Restorative Approaches on Roles, Power and Language 20. Creating the Restorative School Part 3: Rethinking Neutrality and Hierarchy 21. Who misses out? - Inclusive Strategies for Students with Communicational Difficulties 22. Speaking the Restorative LanguageReviewsAuthor InformationEdward Sellman is Lecturer in Education at the University of Nottingham, UK. Hilary Cremin is Senior Lecturer in Education at the University of Cambridge, UK. Gillean McCluskey is Senior Lecturer and Deputy Head of the Institute of Education, Community and Society at the University of Edinburgh, UK. Tab Content 6Author Website:Countries AvailableAll regions |
||||
