Extending Restorative Practices to Curriculum: A Relational Approach to Teaching and Learning

• In Event: AERA Roundtable Session Sunday 9:50 am Four Seasons Ballroom 2-3
  In Roundtable Session: Pedagogy and Innovative Practices (Table 1)

Abstract

This paper explores the integration of restorative practices into curriculum design and pedagogy, emphasizing relational thinking in the classroom. Drawing from personal narratives and previous research, it examines how the restorative worldview, typically associated with classroom management, can extend to curriculum and pedagogy development. Using the relationship window model, the paper categorizes curricular and pedagogical decisions to enhance teacher-student, student-subject, and student-developing self and relationships. The study underscores the connection between the storied lives of teachers and students and educational content, showing how personal experiences can be leveraged to create meaningful learning environments. Through re-analysis and re-storying of data, the paper offers a nuanced framework for creating a holistic educational environment that honors the inherent worth of all.

Author

• Zachary Schafer, University of Nebraska - Lincoln