The above elements come together partially under this idea of,  "Raciolingustics...an intersection for the historical context of words and language, as well as contemporary understandings of how words and language get assigned to race in potentially dehumanizing ways" (3). 

The authors circle back and disseminate their explanation of the four dimensions mentioned above:

In applying these four tenants, teachers are able to foster a Restorative Justice classroom that affirms the identities of others and takes into account the ways in which current punishment systems yield young people to the school-to-prison pipeline, and thus expanding the mass incarceration epidemic. 

The rest of this chapter focuses on the ways educators can put the four pedagogical approaches in motion. We dive deeper into these methods and theories in the "Methods in ELA" section of this Padlet. 

The authors moved from the individual to the classroom. They focused on Classroom Development. One way to do so is to examine learning contexts. Student surveys that gauge how students feel about their voices and value in class is one way of doing so (80). The classroom can be audited further by thinking critically about texts and the integration of loved experiences. Diverse texts offer students the opportunity to experience the Mirrors and Windows approach to interpretation through reading (82). Again, the focus of education and curriculum needs to be centered around the lived experiences and personal interpretations of students.

Another way to teach writing in Restorative Justice classrooms involves Read Write Think Circles (92). These circles are similar to Restorative Justice Community Building Circles, but differ in that oral conversation helps reinforce reading and writing activities that create critical thinkers. Although they differ in important ways, these circles share some similarities with the more well-known Socratic Seminar circles, and they can be adapted to almost any form of literature.

In order to be an impactful Restorative Justice educator, the authors argue that teachers must adopt a mindset that Milner made famous of starting where you are, but not staying there (96). By rejecting notions of colorblindness, understanding cultural conflicts and meritocracy, and rejecting deficit mind-sets, teachers can close the gaps in opportunity facing students today in an effort to dissolve the inequities that persist within the classroom.