"Too much changing has happened to go back": professional development, paradigm shifts and poetry. Issue 2 (3rd April 2019)

• Record Type: Journal Article
• Authors: Vaandering, Dorothy D.
• Is Part Of: Contemporary justice review. Volume 22:Issue 2(2019)
• Page Start: 188
• Page End: 210
• Publication Date: 2019-04-03
• Subjects: Restorative justice -- restorative justice education -- professional development -- paradigm shift -- poetic inquiry; Criminology -- Periodicals; Social justice -- Periodicals; Restorative justice -- Periodicals; Environmental policy -- Periodicals; 364
• DOI: 10.1080/10282580.2019.1611430
• Languages: English
• ISSNs: 1028-2580

Abstract

ABSTRACT: Restorative justice (RJ) holds significant potential as a means for nurturing relational school cultures and addressing harm within those contexts. However, educators participating in professional development (pd), often articulate a commitment to RJ in principle but tend to continue practicing a pedagogy that focuses on controlling student (mis) behavior apart from its relational context. Considering the strong philosophical perspective of humanity on which RJ is grounded, this phenomenological case study examines the impact of pd that explicitly (a) engages with core beliefs and values of RJ and (b) invites participants to examine their personal philosophical stance. Employing theory-guided analysis and poetic inquiry to examine participants' reflections nine months following their experience, results indicate that commitment and practice are better aligned. A significant change in perspectives emerges self; others; current practice; and group engagement. A list of recommended components for professional development concludes the article.