Citation

Justice Meets Tolerance: Implementing Restorative Justice Practices in Zero Tolerance Schools

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Abstract:

In the context of zero tolerance policies, disproportionate levels of school suspension for lesser infractions persist among students of color. Some schools have begun experimenting with restorative practices, an alternative model for addressing interpersonal conflict. I examined six such schools in New York City and found that, without the administration’s formal engagement, accountability is lacking. My findings have implications for educators and administrators, but also support the need for legislative reform.

Most Common Document Word Stems:

school (58), restor (31), student (23), practic (22), teacher (16), confer (15), disciplin (11), communiti (11), justic (10), educ (10), polici (10), administr (9), work (7), consequ (7), 2013 (7), implement (7), communic (6), conflict (6), panel (6), toler (6), person (6),
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Association:
Name: UCEA Annual Convention
URL:
http://www.ucea.org


Citation:
URL: http://citation.allacademic.com/meta/p674284_index.html
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MLA Citation:

Lustick, Hilary. "Justice Meets Tolerance: Implementing Restorative Justice Practices in Zero Tolerance Schools" Paper presented at the annual meeting of the UCEA Annual Convention, Hyatt Regency, Indianapolis, IN, Nov 04, 2013 <Not Available>. 2014-12-10 <http://citation.allacademic.com/meta/p674284_index.html>

APA Citation:

Lustick, H. A. , 2013-11-04 "Justice Meets Tolerance: Implementing Restorative Justice Practices in Zero Tolerance Schools" Paper presented at the annual meeting of the UCEA Annual Convention, Hyatt Regency, Indianapolis, IN Online <PDF>. 2014-12-10 from http://citation.allacademic.com/meta/p674284_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: In the context of zero tolerance policies, disproportionate levels of school suspension for lesser infractions persist among students of color. Some schools have begun experimenting with restorative practices, an alternative model for addressing interpersonal conflict. I examined six such schools in New York City and found that, without the administration’s formal engagement, accountability is lacking. My findings have implications for educators and administrators, but also support the need for legislative reform.


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