Collaborative Prismatic Inquiry: Proposing Restorative Practices to Change a K–8 School’s Culture

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Abstract

This study explores the implementation of restorative practices as an alternative to punitive disciplinary measures in education in a k-8 school. Adopting a DisCrit framework, it challenges marginalization by considering both the intersectionality of race and disability and how traditional discipline practices result in the exclusion of children with dis/abilities. Using prismatic inquiry, the study explores multiple perspectives and convergence/divergence. Data collection involves educational leaders restructuring school culture. The outcomes contribute to theory and research-based practices, filling gaps in the literature on complex change and restorative practices. Furthermore, shifting from punitive to restorative approaches creates inclusive and empowering environments, challenging power structures.

Authors

• Kimiya Sohrab Maghzi, University of Redlands

• Marni E. Fisher, Saddleback College

• Jasmine Ramirez, Pepperdine University

• Joe Arnett Petty, University of San Diego

• Paul McDonald, Paul McDonald Consulting

• Kelsey Wan, Community Roots Academy

• Meredith A. Dorner, Irvine Valley College

• Jeremy Cavallaro, University of La Verne