Restorative circles and gender expression in three North American middle school environments

Becker, Mark

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Description

Title

Restorative circles and gender expression in three North American middle school environments

Author(s)

Becker, Mark

Issue Date

2018-04-25

Director of Research (if dissertation) or Advisor (if thesis)

Pak, Yoon

Committee Member(s)

• Lyubansky, Mikhail
• Dixson, Adrienne

Department of Study

Educ Policy, Orgzn & Leadrshp

Discipline

Educ Policy, Orgzn & Leadrshp

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

M.A.

Degree Level

Thesis

Keyword(s)

Restorative Justice, Masculinity, Educational Reform

Abstract

This project is a secondary analysis of existing data collected within two Midwestern urban school districts. The objective of this investigation was two-fold. One was to assist two Midwestern school districts in better understanding how their recently implemented restorative programs were affecting quality of life and education for both students and staff/teachers. The goal was to allow them the opportunity to shift attention and resources toward areas that need to be developed further while simultaneously highlighting the aspects of their programs that were functioning well. While the field is certainly expanding, there exists a lack of models for schools in terms of restorative approaches to conflict and school culture. This investigation contributes to a growing body of data & evidence supporting the importance of alternatives to solely punitive measures of handling discipline and conflict in learning communities. A secondary objective was to further an understanding of how gendered power dynamics interact with, and are affected by, restorative approaches. I propose this lens through which to view the development of restorative programs to account for possible intersections of power dynamics with gender (as well as race, class and other identities which impact gender expressions) in order to open up further possibilities for educational reform. This approach seeks to better our understanding of how attempts at ‘reforming’ educational settings often fail, through no lack of effort, as a result of the social reproduction of power and inequality. Additionally, this study points to specific restorative methods which can act as possible interventions. This research seeks to engage with a growing body of research aimed at improving educational experiences for all people while preparing young people to engage with the complexities of the world with tools that affirm a wide variety of democratic approaches to learning.

Graduation Semester

2018-05

Type of Resource

text

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http://hdl.handle.net/2142/101042

Copyright and License Information

Copyright 2018 Mark Becker

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