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Friday, November 18 • 8:00am - 9:10am
Restorative Practices and Youth Activism

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Re-Visioning School Discipline: Restorative Justice and the Unlabeled Labor of Black Administrators. Hilary Lustick, Texas State University

School discipline is a growing concern within the larger conversation of racial equity in education. Restorative practices are generally lauded as a positive alternative to suspension,
and it is presumed that they can assuage racially disproportionate outcomes. Yet they have been documented to replicate the same racial inequalities as suspension. Using school-level data from a yearlong multicase ethnography, the current study examines the underlying mechanisms by which restorative practice can replicate inequality.

Re-Envisioning Discipline in Complex Contexts: An Appreciative Inquiry of One District’s Implementation of Restorative Practices. Elizabeth Fowler, Goochland County Public Schools; Stacey Rainbolt, Goochland County Public Schools; Katherine Cumings Mansfield, Virginia Commonwealth University

The purpose of this paper is to share one phase of a multiphased, community-based research endeavor examining the development, implementation, and outcomes associated with the shift from a punitive model of discipline to that which emphasizes social justice, community, and relationships.

Restorative Educational Practice: Reforming the Factory Model No More. Lisa A. W. Kensler, Auburn University; Cynthia L. Uline, San Diego State University

The theme for our 2016 UCEA Convention calls on us to “bring new life and meaning to the role of education and educational leadership.” This paper challenges our fundamental conceptions regarding educational systems and calls for a dramatic shift from the factory model to a living systems model of schooling and school improvement. Green schools and whole school sustainability provide a practical pathway, already well underway.

Youth Led Dialogues on Social Justice: A Counternarrative of Youth as Change Agents. Jason Deric Salisbury, Daniel D. Spikes (Iowa State University)

This qualitative research presents a counternarrative of traditional leadership by highlighting the work of youth in creating a Teen Summit on Social Justice with the goal of shifting school and community actions around racism and social justice. Findings highlight heightened levels of self-ef cacy in students, the importance of teacher leaders in relinquishing programmatic control to youth, and increased empowerment experienced by youth around engaging peers, teachers, and school leaders in conversations around school-based injustices.

Friday November 18, 2016 8:00am - 9:10am
Detroit Marriott at the Renaissance Center: Floor 5 - Richard A

Attendees (16)