Culturally Responsive Leadership: A Framework for School Communities to Transition to Restorative Discipline Practices

• In Event: Restorative Justice and School Discipline

Abstract

The implementation of restorative discipline practices to support culturally responsive school communities is often inhibited by faculty buy-in and efficacy. This study examines teacher ownership in a change process when principals use the framework for culturally responsive leadership. Specifically, the paper examines the benefits and challenges when principals utilize restorative processes to lead critical conversations on equity and access for underserved youth. We identify key structures and communication forums that impacted faculty ownership. Lastly, we explore how to integrate the two frameworks to facilitate the shift to a restorative community.

Authors

• Joyce Mundy, Stetson University

• Lou L. Sabina, Stetson University

• Chris Colwell, Stetson University