What Opportunities Does a P-8 Public School Have to Strengthen Its Restorative Justice Programs?

• In Event: AERA Roundtable Session Wednesday 12:40 pm Four Seasons Ballroom 1
  In Roundtable Session: Answering the Call: Building Knowledge to Advance Equity Aims (Table 8)

Abstract

This qualitative case study investigates Restorative Justice (RJ) practices in a P-8 public school in the western United States, aiming to identify opportunities for improvement. Preliminary findings reveal key themes, including misalignment between RJ principles and practice, knowledge gaps among staff, lack of role clarity, and untapped community involvement. The research employs a framework combining bell hooks' Engaged Pedagogy and Fania Davis' RJ principles, emphasizing healing and culturally responsive practices. Recommendations include comprehensive professional development, structured community engagement, and reframing RJ as a core pedagogical approach. The study seeks to foster equitable and supportive educational environments, promoting healing and justice for marginalized students.

Authors

• Chloe M. Hodson, University of Denver

• Alexandra Rodriguez, University of Colorado - Denver

• Julia Mahfouz, University of Colorado - Denver

• Liana Hall, University of Colorado - Denver

• Jesse A Lasser, University of Colorado - Denver