National mandates to decrease suspension numbers have prompted school districts across the country to turn to a practice known as restorative justice as an alternative to removing students through suspension or referral to law enforcement for problematic behavior. This ethnographic case study examines school-based restorative justice programs as potentially disruptive social movements in dismantling the school-to-prison-pipeline through participatory analysis of one school’s implementation of Discipline that Restores.
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- Partial requirement for: M.A., Arizona State University, 2018Note typethesis
- Includes bibliographical references (pages 180-185)Note typebibliography
- Field of study: Social Justice and Human Rights