# data[].attributes.headline
What is Restorative Justice in Education (RJE)?

# data[].attributes.subject
What is Restorative Justice in Education (RJE)?

# data[].attributes.body
Restorative Justice is a philosophy, principles, and practices that have roots in ancient and Indigenous ways and wisdom from all over the world.

These principles attend to connectedness through affirming, repairing, and rebuilding relationships.

Brenda Morison helped usher it into education and built RJE on the premise that adults and youth must acknowledge and understand their own emotions, nurturing the ability to empathize with others.

It pushes away from this ideal of individualism and focuses on community building.

Has shown effectiveness in areas where discipline is required.

# data[].attributes.body
We must "first, acknowledge and address ways to build relationships that create a strong class and community, and second, reduce harm that occurs in our teaching and learning spaces" (p.13)

# data[].attributes.headline
Teaching English in the Age of Mass Incarceration 

# data[].attributes.subject
Teaching English in the Age of Mass Incarceration 

# data[].attributes.body
Chapter 1 begins with an essential question: “Why should English teachers have to think about the impact of mass incarceration and unequal treatment?” (p. 1).

Winn, Graham and Alfred (2020) explore this question throughout this chapter, but one succinct way of phrasing an answer to this question is simply because the "culture of mass incarceration— and... the pervasiveness of the criminalization of particular children— impacts everyone" (p. 3).

Additionally, Winn et al. assert that:

“It is necessary to reimagine the ELA classroom as a place to practice justice” (p. 2).

ELA teachers must explicitly address the crisis of mass incarceration. We cannot turn a blind eye to the issue and pretend as though it does not directly affect or threaten the children whom we see in our classrooms every day.
Furthermore, in opposition to this crisis, we must "teach in ways that are humanizing, restorative, relevant and sustaining" (p. 2).

# data[].attributes.body
Literacy remains an ever-important issue in the age of over-criminalization and mass incarceration. Having access to literacy comes with certain privileges. On the flip side of the coin, those who are “perceived as illiterate, inarticulate, or as struggling readers and writers are often relegated to a second class citizenship in both school and out-of-school spaces. All too often, struggling learners get typecast as problems and even as potential criminals” (p. 3).

It is necessary to recognize and actively work against implicit biases that we ourselves might harbor; these biases have the potential to hinder the provision of equal opportunities for access to literacy education, which can then have a snowball effect, leading to the aforementioned "relega[tion] to a second class citizenship" (p. 3).

As English teachers, we are caught in the middle of the debate about what counts as “standard” English in our ELA classrooms.  Winn et al. (2020) bring up one of the points of these debates, stating that we ELA teachers are faced with questions about “whose language is legitimate… [and] deemed worthy to be spoken in classroom contexts” (p. 3).

Winn et al. (2020) point to "a term coined by Alim (2016)," which is raciolinguistics. Raciolinguistics refers to the “intersection for the historical context of words and language... [and] contemporary understandings of how words and language get assigned to race in potentially dehumanizing ways” (p. 3).

Winn et al. (2020) maintain that "understanding more deeply the intersections of race, class, language, and inequality is key to not perpetuating historic and chronic inequality in the classroom" (p. 3).

# data[].attributes.headline
Practical Application: The "I Am From" Poem

# data[].attributes.subject
Practical Application: The "I Am From" Poem

# data[].attributes.body
Dr. Winn strongly endorses asking students to write "I am from" poems at the beginning of the school year, stating that this practice "invites students to historicize their lives, name the lived experiences of their families and loved ones, and use writing as a way to map their contributions to the world" (p. 5).

The "I am from" poem is a great way to invite students to share about their lives and the lives of their family members, as well as allowing them to choose to write about what is personally significant to them. Dr. Winn encourages students to write in their own languages, honoring the various different experiences of the individuals in her classroom.

"The 'I am from' poem moves beyond merely celebrating differences to give students and teachers an opportunity to see the nuances in family traditions, and it also supports White students who see themselves as void of 'culture' in understanding that they too have experiences that are unique to their families and communities" (p. 5).

This year, we actually had to write "I am from" poems for Susana Mayorga-Casanova's EDU 153 class, so we all have personal familiarity with this exercise!

# data[].attributes.body
What is Restorative Justice?
According to Winn, Graham, and Alfred (2020), restorative justice  “works relationally with power and invites everyone to speak their values to power by engaging in social issues that affect how people live” (p. ix) It is a “paradigm shift that seeks to make building and sustaining equitable relationships essential to everything we do” (p. ix).

Restorative justice practices as we know them today have roots in the criminal justice system and are used to establish a dialogue between victim and perpetrator. RJ in the context of criminal justice urges us to ask three main questions which can be applied to our work in the classroom environment as well:

“Who was harmed?”

“What do they need?”

“Whose obligations are these?” (p. ix).

Winn et al. (2020) note that questions such as these direct energy away from pointing fingers and asking what the perpetrator "deserves," but instead seek to name and ameliorate the bigger, root causes that may have spurred the incident (p. ix).

# data[].attributes.attachment_caption
Pictured: a restorative justice healing circle, which is an adaptation of the First Nations practice of the "peacemaking circle" 

# data[].attributes.headline
We Owe Restorative Justice Practices to Indigenous Peoples 

# data[].attributes.subject
We Owe Restorative Justice Practices to Indigenous Peoples 

# data[].attributes.body
In the prologue, Winn et al. (2020) make a point to honor the origin of restorative justice practices, which were first conceived of by Indigenous peoples in the Americas and other parts of the world. The First Nations people "brought the restorative justice practice called 'Peacemaking Circles' to us in the United States" (p. xi). Winn et al. (2020) point out that "First Nations people and First Peoples in many parts of the world have practiced this way of being with their communities, handled issues of hurt and harm using these practices, and continue to use these practices even in the face of continued colonization and state-sanctioned violence" (pp. xi-xii). It is crucial that, as we begin (or continue) using RJ practices in the school environment, we remember and honor where these practices come from.

# data[].attributes.body
In the prologue, Winn, Graham, and Alfred (2020) provide an NCTE policy research brief on Adolescent Literacy. Here are some key take-aways:

Students can be turned off of school if the multiple literacies they bring to the classroom are not valued.

Literacy expands outside of just reading! “Reading, writing, and a variety of social and intellectual practices that call upon the voice as well as the eye and the hand… it also extends to new media” (p. xiii).

Out-of-school literacies are incredibly important for literacy development too! “Teachers can draw on these skills to foster learning in school” (p. xiv).

“Teachers often devalue, ignore, or censor adolescents’ extracurricular literacies, assuming that these literacies are morally suspect, raise controversial issues, or distract ados from important work. This means that some teenagers' literacy abilities remain largely invisible in the classroom” (p. xv).

Motivation can be the determining factor as to whether adolescents “engage or disengage from literacy learning” (p. xvi).

Must engage and excite them to get them to develop reading and writing skills.

It is crucial to provide opportunities for students to make choices.

Allow for self-selection and variety.

Allow choice in terms of writing tasks and genres

“Choice should be meaningful” (xvi).

Focus on active, inquiry-based activities" (p. xvi). Additionally, "instruction should center around learners” (p. xvi).

Value of multicultural perspectives:

“Monocultural approaches can cause or increase the achievement gap and ado’s disengagement with literacy. Students should see value in their own cultures and the cultures of others in their classrooms” (p. xvii)

Students should see their home language(s) as being valuable, not as a barrier or a deficit.

Whiteness studies- students must recognize white as a race so they can “develop a critical perspective on racial thinking by people of all skin colors” (xviii). Whiteness studies does not allow for white people to think of themselves as being somehow removed from race. There is absolutely no zone of neutrality!

# data[].attributes.headline
Restorative Justice in the Classroom (and Practical Application)

# data[].attributes.subject
Restorative Justice in the Classroom (and Practical Application)

# data[].attributes.body
Winn et al. (2020) assert that the classrooms and schools have historically been "sites of punishment" (p. x).
However, they also suggest that,

"When relationships are prioritized, learning will happen" (xii).

One practical application of this is that is necessary for us to recognize this history of punishment in schools and actively fight against its' continuation.

As educators teaching in the age of mass incarceration and other grave injustices, it is absolutely imperative that we strive to prioritize genuine relationship building between ourselves and our students. It is equally important to encourage the cultivation of those same genuine relationships between the children in our classrooms.

# data[].attributes.headline
Using Our Curricular Powers: Pedagogy and Restoration in the ELA Classroom

# data[].attributes.subject
Using Our Curricular Powers: Pedagogy and Restoration in the ELA Classroom

# data[].attributes.body
Chapter 3 expands on the concept and application of Restorative Justice Education (RJE) presented in Chapter 2, by outlining specific ways in which we, as educators, can center restorative practices within our English Language Arts classrooms specifically.

Restorative English Language Arts education must seek to build and support a community of learners, while also validating the differing perspectives, literacies, and contributions of individual students.

# data[].attributes.body
“From this stance, students do not fit neatly into preplanned ELA curriculum, with meaning already determined for them. Rather, students are the curriculum; they determine the utility of the literary tools and processes presented to them, thus disrupting the cycle of devaluing student perspectives and literacies, we have discussed as often residing in (sometimes well-intentioned) schools, programs, curricula, and classrooms.” (pg. 45)

# data[].attributes.body
What does pedagogy have to do with restorative justice English education?

What pedagogical curricular tools can English teachers employ to encourage a restorative classroom context?

# data[].attributes.headline
Four pedagogical approaches that the authors view as fundamental to building a restorative English classroom space:

# data[].attributes.subject
Four pedagogical approaches that the authors view as fundamental to building a restorative English classroom space:

# data[].attributes.body
1. Fashioning Inclusive Contexts

Instead of dictating that students arrive at a predetermined understanding of a text, ELA educators should seek to give students space to determine what a text means to them personally.

Educators should work to "restory" the practice of textual analysis within an ELA classroom- to better value multiple interpretations and capacities for understanding.

# data[].attributes.body
"From this standpoint the litmus test of an English curriculum is not whether students get it, but rather what they think about it, how it matters to them, and how it assists them in achieving their goals." (pg.48)

# data[].attributes.body
2. Integrating “lived” literate materials

The text selections made within a restorative ELA classroom should serve as both "mirrors" and "windows" for the students to see the world of literature through.

Mirrors build on cultural and personal attributes, assets, and interests you know your students engage in.

Windows give students an opportunity to respond to characters and narratives in texts that provide insight into others’ experiences

# data[].attributes.body
"Find out what kind of texts students are actively engaged in (whether online, IRL, or throughout the course of their daily experiences), what interpretative gifts they bring, and what their everyday lives are filled with." (pg. 55)

# data[].attributes.body
3. Creating a dialogic classroom that values alternative viewpoints

A dialogic classroom is one where ideas are freely shared and students feel supported enough to ask questions that provoke discussions with their peers, and where students feel a genuine interest in exploring concepts through those discussions.

# data[].attributes.body
"To create spaces in which student perspectives and opinions are valued as essential components, facilitating a dialogic classroom is imperative." (pg. 60)

# data[].attributes.body
4. Engaging in emancipatory literacies that develop a critical, action oriented consciousness

This final sections seeks to impart the understanding that justice is a process, a process which requires a careful balance  between considering alternative perspectives and acting to restore relationships.

This section goes on to give guidance as to how, within the ELA classroom, educators can curate an action oriented consciousness within their students.

The methods outlined include using critical lenses as a bridge to examine and act on power imbalances in local contexts.

(pgs. 63-65)

# data[].attributes.body
One way that Cory Foxen, a grades 9-12 English teacher, fashions inclusive contexts for his students is through the use of "cyphers".

Cyphers are instances where a group of people gather in a circle and exchange raps.

Cory discovered early in the year that many of his students had a deep love of hip-hop and the cyphers gave the students a chance to respond to prompts in a way that they were familiar with.

The cyphers created "the space for students to have real, interpretative, imaginative responses to the texts," (pg. 50).

# data[].attributes.body
Carla Oppenheimer, a 10th grade English teacher, works to integrate lived literate materials into her class by making space for her students to demonstrate their Funds of Knowledge.

Carla uses a lesson, typically early on in the year, where she has her students discuss the conventions of writing in different contexts.

She invites students in this lesson to teach her specifically about the conventions of 21st century media (using the rational that she was unaware until recently that her perfect punctuation in text message might create a rude tone).

"...by exposing myself as an English teacher who doesn't know everything, while simultaneously positioning reading and writing as a constantly in-flux tool, I made space for students to become the experts."
-Carla Oppenheimer (pg. 56)

# data[].attributes.headline
Engaging in Literacy for Purpose and Belonging

# data[].attributes.subject
Engaging in Literacy for Purpose and Belonging

# data[].attributes.body
In Chapter 1, Winn et al. (2020) connect Adolescent Literacy: An NCTE Policy Research Brief with restorative justice practices in education, showing how "empathy and justice" are crucial to "developing adolescent literacy" (p. 3). NCTE's brief on the issue establishes four components of adolescent literacy:

1. Shifting Literacy Demands

2. Multiple and Social Literacies

3. The Importance of Motivation

4. The Value of Multicultural Perspectives

Shifting Literacy Demands

Students can "become resistant to school-based literacy" if they're not "recognized for bringing valuable, multi-literacy practices to school" (p. xv). Winn et al. assert that a RJ education in ELA classrooms strives to "disrupt this cycle of devaluing" (p. 8). They maintain that the goal of English and writing education is to empower students to "communicate their valuable ideas," using their "literacies for social and political purposes" (p. 8).
Multiple and Social Literacies
The NCTE literacy brief states that adolescent literacy is "social, drawing from various discourse communities" (p. xv).
It is crucial that students' multiple literacies are made visible and valued in the classroom (p. 9). We must honor students' "funds of knowledge and funds of identity" (p. 9).
The Importance of Motivation
It is absolutely critical that we create "responsive classroom environments" (p. xvi & p. 9). We must develop curricula that are relevant and engaging to our students, allowing them to learn at their highest and most efficient potentials.
Valuing Multicultural Perspectives
Literacy is "inextricably linked to notions of citizenship and belonging" (Ladson-Billings 2005, as cited by Winn et al., 2020, p. 9).
The only way to move beyond "being a 'tourist' in other people's culture" (p. 10) and "critically confront and bridge social, cultural and personal differences,"(p. xvii) is to "engage in history" (p.10). ELA teachers must be conscious of the "troubled relationship between literacy and people of color" and fight against "embody[ing] this relationship in their practices" (p. 10). Winn et al. continue that it is the responsibility of educators to "confront the discriminatory practices that have haunted the profession and the young people we teach every day so that we might begin the process of restoration" (p. 10).

# data[].attributes.headline
7 Core Assumptions about people according to RJ

# data[].attributes.subject
7 Core Assumptions about people according to RJ

# data[].attributes.body
"The ideal way to honor a person is to accept the person unconditionally and to share power 'with' the person rather than have power 'over' them" (p. 19)

# data[].attributes.body
Cole Middle School is located in Oakland, CA. Winn et. al refer to them as an example of RJE implementation in the classroom.

Over the course of three years, they reduced suspensions by 87%, increased effective student participation, accountability, and leadership by implementing RJ just with their teachers and staff.

They also retained 100% of their teachers.

Within the first year, they showed a 20% decrease in fights between students and a 20% decrease in suspensions.

# data[].attributes.body
Research shows that enforcing zero-tolerance (ZT) policies "harms schools and communities rather than creating more order and safety" (p. 13).

By missing out on school, students are missing out on their education and falling behind their peers. This leads to students being 2x more likely to drop out of school or be held back.

ZT does not take into account the effects of poverty and adverse childhood experiences (ACEs).

ACEs study found that a higher number of adverse childhood experiences is “at the root of most violence” (p. 14).

This punishment doesn’t work because “harming people to show that harming others is wrong is counterproductive and not conducive to community building and healing harm, nor does it make communities safer” (p. 15).

When students do not feel like they have power/control over their lives, they will find ways to assert themselves.

# data[].attributes.body
1. Building and strengthening relationships - Caring and developing values and norms for all community members (students, teachers, families). This is done in Community Building Circles.

2. Repairing Relationships - this is where we process conflict and intervene to stop/prevent harm and address unmet needs.

3. Reentry and reintegration - If not properly welcomed back, students remain at the margins of the education community and may be unable to experience a sense of belonging (this could lead to dropouts).

# data[].attributes.attachment_link.title
Take Note | How Kansas City Schools Are Using a Restorative Justice Approach to Discipline

# data[].attributes.body
Encourage creativity, grounded in values, adherence to behavioral agreements, implementation of a democratic process, sharing of multifaceted stories, making action agreements, conducting follow-up.
Elements include:

Sitting in a circle with the middle open.

Open & closing ceremonies; this could be a song, mindfulness, games, team building activities.

Follows particular structures (talking piece & creating and agreeing on values).

Asks guiding questions for discussion.

Discussion about a specific topic around school or in life.

Concludes with a reflection - helps students consider what they have learned.

# data[].attributes.body
Holding weekly or bi-monthly Community-Building Circles to focus on building trust and create a sense of belonging in the classroom. This can be seen as a preventative measure for undesired behavior.

If conflicts do arise have a restorative conversation one-on-one with the student. This informal conversation is designed to help slow things down, make space to quickly process the situation, and respond to the student’s needs (p. 40).

We, teachers, need to be the catalyst for these positive classroom relationships to create a peaceful and thriving community.

# data[].attributes.attachment_link.title
Restorative Circles: Creating a Safe Environment for Students to Reflect

# data[].attributes.headline
"Our students deserve a peaceful and thriving community" (p. 43).

# data[].attributes.subject
"Our students deserve a peaceful and thriving community" (p. 43).

# data[].attributes.body
As teachers, we must continuously reject anti-colorblindness and be ready to facilitate difficult dialogues.

A restorative justice English education  not neutral, as we have explored in previous chapters, but rather provides opportunities to engage in difficult dialogues that explore race, class, gender, privilege, and so many topics that can be challenging, not just among colleagues and students but for families and loved one as well. (p. 88)

Getting back to instruction is our commitment to our students that communicates to them that they deserve to be engaged in high-quality work with rigor and purpose everyday. (p.89)

Looking and planning ahead is more likely if you have prioritized getting "back to instruction" and "strengthening your classroom community," because then you are creating a future-orientated culture in which students understand that they have more than just the moment in front of them. (p. 90).

We must be the facilitators of these important conversations when they arise, while also ensuring that we are moving our class forward by demonstrating thoughtfulness and active listening.

# data[].attributes.body
English teaching is an “act of seeking justice for all children” because ELA and writing teachers “wield both power and promise in cultivating and sustaining inquisitive learning communities” (p. 8).

# data[].attributes.body
2019
National Council of Teachers of English

# data[].attributes.body
Winn, Maisha T.
Graham, Hannah
Alfred, Rita Renjitham

# data[].attributes.body
Students are sent to school to have opportunities to learn, connect, grow, and to shape themselves, others, and the world (Milner, 2010, p. 8).

Many students are not provided with the opportunity to develop into successful students because the education system is not designed to allow for that. The achievement gap blames students as individuals rather blaming the gaps and disparities within school.

Teachers therefore need to assess themselves and the classroom to help close the achievement gap.

# data[].attributes.body
Being restorative leaders start with the self. Teachers need to retrain their minds to be more critical of examining themselves and their potential unseen biases. This helps leads to new understandings of history, others, self, and pathways to further learning opportunities.

Teachers need to reflect on their teaching environment and what they might/could/should know more about their students/classroom/community

Teachers need to reflect and take action by being open to changing, developing, and altering learning goals for classroom

# data[].attributes.body
Teachers should open up space for all voices to be heard and help foster student contributions and integrate curriculum into the students' lives

Student Surveys

Teachers can give out surveys for students in multiple ways throughout the year to understand how students feel in class as this gives insight to whether students perceive that their voices are encouraged and valued

Auditing classroom texts are important for classroom space where multiple perspectives are demonstrably valued. By incorporating materials from students' lives it is essential to create curriculum that is centered on student concerns and experience

# data[].attributes.body
Teachers should focus on personal development by reflecting on themselves and making sure they have no implicit biases.

Teachers should focus on classroom development by making the classroom a safe space for students to feel heard and supported.

# data[].attributes.body
The audience of this book is for any secondary ELA teacher or school administration. Since the focus is about restorative justice, it can help many school faculty to read and learn about how to implement this in school.

This resource can help present and future ELA teachers investigate their own current practices in their classes. In addition to identifying current practices that may not be working in their classrooms, ELA teachers could turn to this book for RJE practices that they could implement to make their classroom environments more responsive to their students' needs.

# data[].attributes.attachment_caption
Read Write Think Circles are learning spaces that use the tools of restorative justice Circle processes to cultivate a community of readers, writers, & thinkers

# data[].attributes.headline
Practical Applications: Read Write Think Circles

# data[].attributes.subject
Practical Applications: Read Write Think Circles

# data[].attributes.body
(p. 92).

These circles help facilitate discussions among the entire class, requiring that everyone shows mutual respect by listening to whoever holds the talking piece.

Read Write Think Circles serve as a prewriting activities during which students can read aloud, discuss, and write in response to a short article, poem, or excerpt related to the unit, theme, or learning objective. (p. 92)

It is important for teachers to note that they are to serve as facilitators (generating questions for 'rounds') only at the start of participating in Circles in the hopes that students will eventually be able to generate and facilitate Circles themselves.