Restorative Practice Meets Social Justice

Un-Silencing the Voices of "At-Promise" Student Populations

Edited by:
Anthony H. Normore, California State University Dominguez Hills
Antonia Issa Lahera, California State University Dominguez Hills

A volume in the series: Educational Leadership for Social Justice. Editor(s): Jeffrey S. Brooks, Monash University. Denise E. Armstrong, Brock University. Ira Bogotch, Florida Atlantic University. Sandra Harris, Lamar University. Whitney Sherman Newcomb, Virginia Commonwealth University. George Theoharis, Syracuse University.

Published 2017

Restorative Practice Meets Social Justice: Un-silencing the Voices of “At-Promise” Student Populations is a collection of pragmatic urban school experiences that focus on restorative approaches situated in the context of social justice. By adopting this approach, researchers and practitioners can connect and extend long-established lines of conceptual and empirical inquiry aimed at improving school practices and thereby gain insights that may otherwise be overlooked or assumed. This holds great promise for generating, refining, and testing theories of restorative practices in educational leadership and will help strengthen already vibrant lines of inquiry on social justice. The authors posit that a broader conceptualization of social and restorative justice adds to extant discourse about students who not only experience various types of daily oppression in US schools but also regularly live on the fringes of society. Chapters are written by a combination of researchers and practicing school leaders who believe in the power of healing and restoring relationships within school communities as opposed to traditional punitive structures. The dynamic approaches discussed throughout the book urge school leaders, teachers, school community members, and those who prepare administrators to look within and build bridges between themselves and the communities in which they serve.

CONTENTS
Series Editor’s Preface. Foreword, John Bailie. Introduction. Social Justice and Restorative Processes in Urban Schools: Historical Context, Anthony H. Normore. Growing Social Justice Leadership Through System Hacks: The Formula for Operationalizing Change, Antonia Issa Lahera and Pamela Robinson. The “At Promise” Model Minority Student: Providing Equity, Restorative Practices, and Access to Mental Health Supports, H. Orletta Nguyen and Anthony Normore. Mindful Schools: How Does a Restorative Academic Space Create a Responsive Program Culture for 16–24 Year Olds? Roberto Rodriguez-Saavedra, Kimberly B. Hughes, and Sara A. M. Silva. Using Communicative Intelligence to Situate Language in the Context of Restorative Practices to Create New Associations, Kendall Zoller. Restorative Practices and English Language Learners: Language Development in Relational Contexts, Maggie Terry. Connection to Community to Content, Abdul Issa. Using Restorative Principles to Redesign a Middle School for the Common Good, Karen Junker and Harriet MacLean. Cultivating Restorative Communities: A K–12 Systems Approach to Restorative Practices, Jeffrey Garrett and Tanya Franklin. Creating a Restorative Community: The View from the Principal’s Chair, Jose Luis Navarro and Jeanne Sesky. NARRATIVES: LEADERS’ VOICES IN THE FIELD. Critical Hope and Equity: The Conditions of Restorative Practices in an Urban High School, Chris Carr, Omar Reyes, and Jeanne Sesky. Using a Response to Intervention Pipeline to Respond to Chronic Underachievers, Ed Castillo and Jeanne Sesky. Restorative Practices in a Culturally Dislocated Urban High School: The Impact of Community Circles, Trebor R. Jacquez and Jeanne Sesky. “From Boys to Gentlemen”: A Program for Restoring Positive Self-Image in Middle School Boys of Color, Amen Rahh and Jeanne Sesky. About the Contributors.