Practicing Restorative Justice as an Anti-Racist Educator

• In Event: Practicing Restorative Justice: Preparing Aspiring Educators to Transform Schools Using Anti-Racist Strategies

Abstract

This presentation will reflect a powerful, personal narrative and practical guide by an educator committed to anti-racist, healing-centered teaching through Restorative Justice (RJ). Framed by a three-part moral code (1) refusing neutrality in the face of injustice, (2) following an “Educratic Oath” to do no harm, and (3) loving students through solidarity the chapter explores the deep interconnection between education, politics, racism, and liberation.
I will share a transformative journey, beginning with disillusionment after attending a superficial, white-led RJ training that erased race and Indigenous roots from the conversation. In contrast, a subsequent life-changing experience with Community Justice for Youth Institute, led by Dwanna Nicole, introduced a culturally grounded and justice-centered approach. This training affirmed that true RJ cannot exist without confronting racism and dismantling the school-to-prison pipeline. The author emphasizes that RJ is not a program but a mindset and a cultural shift rooted in Indigenous practices, requiring community-wide commitment and relational trust.
My chapter details systemic and classroom-level reforms necessary to create just, restorative schools. At the district level, it calls for racial equity audits of all school policies, inclusive community decision-making, culturally affirming physical spaces, and intentional time for community building. It stresses the need for anti-bias and anti-racist professional development, healing-centered trauma-informed practices, and equitable investment in student mental health and wellness.
At the classroom level, the I share practical strategies grounded in empathy, responsiveness, and student voice. These include flexible seating, culturally relevant materials, shared power in curriculum design, wellness days, and peace circles. By valuing students’ full humanity—including their lived experiences and emotional needs—the I models a pedagogy of love and liberation.
A key theme throughout is the rejection of punitive discipline in favor of relational accountability and root-cause analysis. I critique exclusionary practices like suspensions, describing them as modern tools of disposability that disproportionately harm Black, Indigenous, and Brown students. Instead, harm is addressed through direct conversation, community agreements, and mutual respect. The chapter urges educators to confront white supremacy culture in schools and prioritize compassion over control.
The chapter closes with examples of the educator’s activism beyond the classroom, supporting student-led justice movements, influencing policy through school committees, and serving as a trusted adult in the wider school community. I share a first person narrative of uplifting and supporting students as co-creators of justice and transformation and encourage aspiring educators to embrace the discomfort and risks that come with this work.
Ultimately, this chapter is a love letter to students and a call to action for educators. It invites readers to reimagine schools as sites of healing, resistance, and collective liberation, where every student feels seen, safe, and powerful.

Author

• Erika Strauss Chavarria, Columbia Community Care