{"id":34056,"date":"2017-07-12T11:17:15","date_gmt":"2017-07-12T15:17:15","guid":{"rendered":"http:\/\/emu.edu\/now\/news\/?p=34056"},"modified":"2019-06-26T12:52:51","modified_gmt":"2019-06-26T16:52:51","slug":"educators-learn-restorative-justice-shifts-shifts-discipline-punishment-transformation-two-day-academy","status":"publish","type":"post","link":"https:\/\/emu.edu\/now\/news\/2017\/educators-learn-restorative-justice-shifts-shifts-discipline-punishment-transformation-two-day-academy\/","title":{"rendered":"Educators learn how restorative justice can shift discipline from punishment to transformation at two-day ‘academy’"},"content":{"rendered":"

What makes Avery Trinh\u2019s endorsement of restorative justice in education special is that he\u2019s not an administrator or a teacher. He\u2019s a rising senior at Wilde Lake High School in Columbia, Maryland.<\/p>\n

His interest in and support of restorative justice in education (RJE) brought him, for the second consecutive year, to Eastern Mennonite University\u2019s Restorative Justice in Education Academy in late June.<\/p>\n

This time, though, instead of just learning principles and theory, Trinh drew from his prior year\u2019s experience conducting independent research to contribute to a culminating panel among teachers and administrators.<\/p>\n

Trinh was one of five students to attend the academy along with approximately 90 teachers, administrators, and other educational staff from five states including Colorado, Maryland, New York, Virginia and West Virginia.<\/p>\n

The goal of the second annual academy, hosted by the MA in Restorative Justice<\/a> and MA in Education<\/a> programs at EMU, was to provide the educational community with principles and practices to create just and equitable learning environments that foster healthy relationships and transform conflict.<\/p>\n

The conference included skill- and knowledge-building sessions as well as reflective sessions. An evening showing of the film Resilience<\/em><\/a> and panel conversation addressed the effects on young learners of \u201ctoxic stress\u201d caused by childhood abuse and neglect.<\/p>\n

\u201cWe build time into this academy for reflection on a teacher\u2019s current practice and school culture, and how restorative justice might be implemented in that environment,\u201d said Professor Kathy Evans<\/a>.<\/p>\n

\"\"<\/a>
Michelle Edwards, behavioral specialist, Spotswood Elementary School, Harrisonburg (Va.) City Public Schools, speaks during the panel.<\/figcaption><\/figure>\n

Restorative justice<\/a>, known as RJ for short, presents an alternative philosophy of justice that addresses the needs of multiple stakeholders, draws from indigenous and faith-based approaches, and challenges structural and interpersonal forms of harm. It\u2019s used in a variety of settings, such as prisons and the justice system. RJ in education, which is also called RJE, has been used successfully<\/a> in school districts to lower suspension rates and to create accountability and community in the schooling environment.<\/p>\n

RJE principles and practices are much more than a response to harm, said Evans. They also nurture \u201crelational, interconnected school cultures.\u201d<\/p>\n

That takes building community through cultivating respect, cultural awareness and responsiveness, and active listening, said EMU instructor Bob Garrity<\/a> in his session about restorative discipline.<\/p>\n

Those themes of community resurfaced again in the academy\u2019s final afternoon session, where Trinh and other panelists agreed that restorative justice can bring together parents, teachers and students.<\/p>\n

Laura Feichtinger-McGrath, an English as a Second Language coordinator for Harrisonburg City Public Schools, said, \u201cWe\u2019re going to have less discipline issues as our students go through a community that cares about and honors them.\u201d<\/p>\n

Lea Murray, a science teacher at Kate Collins Middle School in Waynesboro, Va., said that teaching more restoratively led her to shift the focus of discipline from punishment to transformation, which has resulted in \u201camazing strides\u201d in the sense of community in her classroom.<\/p>\n

Additional panelists included:<\/p>\n