Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.723257
Title: Implementing restorative approaches in education : an exploration of two case-study sites
Author: Devi-McGleish, Yasmin
ISNI:       0000 0004 6424 3773
Awarding Body: Aberystwyth University
Current Institution: Aberystwyth University
Date of Award: 2016
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Abstract:
The growing popularity of restorative justice in the UK criminal justice system has led to the progression of restorative approaches in educational settings. As institutions that help to develop pupils into citizens, schools are seen as an ideal place to use restorative approaches (RA). Restorative justice approaches in education are typified by an emphasis on healing relationships following harm. Specific restorative processes can be employed, but research suggests that when proactive and reactive approaches are used, a school will significantly benefit (Hopkins, 2004). The literatures suggests significant advantages to utilising RA, although implementation remains an issue throughout the research (Skinns et al, 2009). The current research explores the individual, cultural and structural factors that impact upon the implementation of RA in schools. A dual case-site study using a concurrent mixed method design was created to explore the phenomenon within context. Various methods were used to provide a holistic view of the implementation by the youth justice service (YJS). Research methods used were: pupil focus groups; staff interviews; staff questionnaires; teaching observations; and, YJS openended questionnaires. Data analysis was conducted separately, then combined to answer the overall research question. Findings illustrate the challenges associated with implementing restorative approaches in schools, particularly the lack of consideration to the relationship between RA and teacher authority. It is argued that schools who already place a strong emphasis on relationships will find it easier to implement RA, and equally that teachers in these schools may be less threatened by novel approaches such as RA. By ensuring that interpersonal relationships in schools are healthy and well managed, a positive school climate is created. The current research progresses the literature on restorative approaches in school and provides further insight into why restorative approaches remain difficult to implement within educational settings.
Supervisor: Norris, Gareth Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.723257  DOI: Not available
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