File
An elementary school’s engagement with restitution, restorative practices, and circles
Digital Document
Description / Synopsis |
Description / Synopsis
Canadian schools have long employed punitive discipline, a colonial paradigm that is hierarchical and exclusionary. Using Participatory Action Research, two Indigenous and nine non-Indigenous educators collaborated to implement a restorative model into an elementary school in northern British Columbia. Our hybrid of Restitution and Restorative Practices (RRP) and Circles included regional Indigenous protocols. A thematic analysis of participant interviews revealed patterns in the key areas of belonging, cultural safety, trauma informed practice, shame, and decolonizing education. RRP was experienced as an egalitarian model and Indigenous protocols supported community building during Circle practice. Implementation of RRP and Circles (RRP/C) did not represent enough structural change to decolonize discipline, but this hybrid was a relational and holistic model that integrated the Indigenous values of consensus building, interconnection, and harmony. Concerns with the model and its implementation included cultural racism, resistance, vulnerability, shame, and safety. |
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Persons |
Persons
Author (aut): Moller, Karen
Thesis advisor (ths): O'Neill, Linda
Degree committee member (dgc): Sherry, John
Degree committee member (dgc): Healy, Theresa
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Degree Name
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Department
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DOI |
DOI
https://doi.org/10.24124/2023/59396
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Collection(s)
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Degree granting institution (dgg): University of Northern British Columbia
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Extent
1 online resource (vii, 167 pages)
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Physical Form
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Physical Description Note |
Physical Description Note
PUBLISHED
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Content type
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Genre
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Language
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Use and Reproduction |
Use and Reproduction
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Rights Statement |
Rights Statement
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Language |
English
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Name |
An elementary school’s engagement with restitution, restorative practices, and circles
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Authored on |
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MIME type |
application/pdf
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File size |
1467668
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