A new euphemism for struggling students. Educators use the term ‘at-promise’ to describe children who have the potential to achieve at a higher rate than they are currently achieving. Educators want to focus on students’ strengths, rather than their “deficits,” such as disability, lack of English proficiency or family poverty. But, if the deficits really relate to learning, then focusing on something else means ignoring what children need to learn.
Published in Chapter:
Restorative Approaches to Honoring Human Dignity and Transforming Urban Schools
Anthony H. Normore (California State University, Dominguez Hills, USA) and Brian Jarrett (California State University, Dominguez Hills, USA)
Copyright: © 2021
|Pages: 25
DOI: 10.4018/978-1-7998-4072-5.ch010
Abstract
Drawing on restorative processes research and research on social justice, this chapter is organized in the following manner: First, the authors provide a brief history of the administration of justice. Second, the authors discuss the global rise of restorative justice in the education context. In order for a program to be completely restorative, it must include several educational components as part of restorative processes. Towards this end, the chapter then situates these components in the context of social justice and explores how school systems use them – with specific emphasis on victim-offender conferencing and human dignity. Next, the authors share examples of international initiatives pertaining to restorative practices. Conclusions summarize the significance of restorative practices in school settings in order to prevent violence, reduce rates of expulsions and suspensions, and create a safe and secure teaching and learning environment for all.