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The Empty Seat: Centering Practitioner Learning in Restorative Justice Implementation Rob Andrews
- Format:
- Book
- Thesis/Dissertation
- Author/Creator:
- Andrews, Rob, author.
- Language:
- English
- Subjects (All):
- Educational leadership.
- Special education.
- Educational administration.
- Education.
- 0449.
- 0514.
- 0515.
- 0529.
- Local Subjects:
- Educational leadership.
- Special education.
- Educational administration.
- Education.
- 0449.
- 0514.
- 0515.
- 0529.
- Physical Description:
- 1 electronic resource (229 pages)
- Contained In:
- Dissertations Abstracts International 86-09A
- Place of Publication:
- Ann Arbor : ProQuest Dissertations and Theses, 2024
- Language Note:
- English
- Summary:
- An empty seat is typically reserved in a restorative circle. It is an invitation for community members to join, contribute knowledge, and engage in a collective justice project. This qualitative practitioner inquiry utilizes Kaplan and Garner's (2017) Dynamic Systems Model of Role Identity to describe the complexity of middle school educators learning and enacting restorative practices. The study utilized life story and semi-structured interviews to follow teachers, school counselors, and school-based psychologists in a large, diverse suburban middle school through the first 6 months of professional learning and practice within the restorative paradigm. This study addressed a substantial literature gap by focusing attention on the school workers who are doing restorative work in schools and the impact on their situated role identities. Participant experiences provided insight for districts and leaders considering or already engaged in un-learning retributive ways of being. The impact of sociocultural context and structural parameters around participant experiences with restorative justice supported the finding that restorative learning is not a one-size-fits-all proposition. This study invites the field into the empty seat, to learn about the complexity and power of this work.
- Notes:
- Source: Dissertations Abstracts International, Volume: 86-09, Section: A.
- Advisors: Campano, H. Gerald Committee members: Reisman, Abby; Harper, Jessie
- Ed.D. University of Pennsylvania 2024
- Local Notes:
- School code: 0175
- ISBN:
- 9798308164838
- Access Restriction:
- Restricted for use by site license
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