Conceptualizing Restorative Justice in Education in Mennonite Schools

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  In Roundtable Session: Justice and Freedom in Education (Table 15)

Abstract

This paper examines empirical survey data from 18 U.S. Mennonite schools to investigate notions of restorative justice in education among the 390 participating K-12 educators. Data analysis revealed overall responses on the selected indicators were high. Survey items with more common faith-based language and less conceptually complex practices received higher scores. The results suggest that building on a foundation of shared values and terminology will remain paramount in the growing understanding and implementation of restorative justice in education.

Authors

• Paul J. Yoder, Eastern Mennonite University

• Peter Wiens, University of Nevada - Las Vegas

• Annie Chou, University of Nevada - Las Vegas