Restorative Justice, Peacebuilding Practice, and Educational Praxis: Critical Analysis of Canadian and United Kingdom Discourses

Authors

  • Liana B. Clarysse University of Toronto
  • Shannon A. Moore Brock University

DOI:

https://doi.org/10.33423/jlae.v14i4.1494

Keywords:

Leadership, Acccountability, Ethics, (RJ & PBP)

Abstract

Over the past two decades, educational contexts have integrated Restorative Justice and Peacebuilding Practice (RJ & PBP) into legislation and policy. RJ & PBP are research-based and developed to ameliorate the climate of educational contexts by prioritizing on relationships. Findings generated by a critical discourse analysis (Foucault, 1965) that investigated legislation, policy, and professional practice texts related to RJ & PBP in educational contexts within Canada and the United Kingdom. The analysis revealed binary relations that reinforced legitimation. The study concludes with suggested amendments to critical RJ&PBP discourse and implications for leadership in educational institutions

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Published

2017-12-01

How to Cite

Clarysse, L. B., & Moore, S. A. (2017). Restorative Justice, Peacebuilding Practice, and Educational Praxis: Critical Analysis of Canadian and United Kingdom Discourses. Journal of Leadership, Accountability and Ethics, 14(4). https://doi.org/10.33423/jlae.v14i4.1494

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Section

Articles