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- Status: Published
Findings go beyond suspension numbers to discuss the promise inherent in the program’s validation of student lived experience using a disruptive framework within the greater context of the politics of care and the school-to-prison-pipeline. Findings analyze the intersection of race, power, and identity with the experience of care in defining community to illustrate some of the prominent structural impediments that continue to work to cap the program’s disruptive potential. This study argues that restorative justice, through the experience of care, has the potential to act as a disruptive force, but wrestles with the enormity of the larger structural investments required for authentic transformative and disruptive change to occur.
As the restorative justice movement gains steam, on-going critical analysis against a disruptive framework becomes necessary to ensure the future success of restorative discipline in disrupting the school-to-prison-pipeline.
This mixed methods action research study was conducted to investigate the inclusion of restorative dialogue in conduct meetings, factors that influence the incorporation of restorative dialogue into professional practice, and conduct administrator satisfaction with staff development training modules. Qualitative and quantitative data were collected through pre-, post-, and follow-up training survey assessments, one-on-one interviews with conduct administrators, observation of student conduct meetings, and observation of staff development training sessions.
Findings suggested that conduct administrators responded positively to staff development training on restorative justice practices. Analysis of quantitative data suggests that conduct administrators increased their self-reported knowledge of training topics, including restorative justice philosophy and practices. Further, conduct administrators, to an extent, incorporated restorative practices into conduct meetings. The most frequently observed practice was the use of restorative questions during conduct meetings.
In this project, I aim to provide a comprehensive account of the acceptability and utilization of capital punishment through the lens of retributivist and consequentialist ethical theory. After determining the moral justification for the use of the death penalty, I conclude that there is not enough theoretical ground to claim that capital punishment is ethical or morally justifiable on the basis of theory alone. It is necessary to account for the practical, empirical evidence when making policy decisions, rather than basing them on theory alone. I propose various alternative methods of reaching collective unity and establishing justice in the form of restoration and rehabilitation.
Despite making up around 5% of the global population, the U.S. has more than 20% of the world's prison population. Within this project I consider how the history of mass incarceration is rooted in America's history of enslaving African Americans and how sectors of society such as education partake in contributing to the prison population. From this, I consider how restorative justice can be applied to young children's media and how restorative justice programs practiced in middle and high schools can be implemented to combat mass incarceration.