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¶ … Restorative Justice in Education." In other words, how effective does the use of critical theory prove to be when applied to restorative justice in education? Author Dorothy Vaandering uses a logic and flow-driven narrative, which is informative and leaves a distinct impression that she has provided a worthwhile study for examination.
What is restorative justice? Vaandering explains that restorative justice (RJ) is a process that eschews "punitive, managerial structures" in education -- that is, the "old school" system of hard core discipline that promises punishment if instructions are not followed -- and replaces those strategies with policies that "emphasize the building and repairing of relationships" (Vaandering, 2010, p. 145). Basically, RJ is a policy that allows the perpetrator of a wrongdoing to meet and interact with (and apologize to) the person harmed by those actions; and in the case of educational environments, the rather than just punish and isolate the bully, the bully sits down with counselors...
Is RJ a strategy that is sustainable? Does it have "transformative potential" that can bring it from "the margins to the mainstream of schooling"?
By using critical theory Vaandering believes RJ can be understood "in a broader sense" (151). On pages 164-65 Vaandering critiques the "shaming" aspect of RJ, which posits that both the people that offend others and the victims of those offensive actions experience shame. But both people in this scenario will "struggle to know how to deal with their shame if not given opportunity to do so." Hence, the offender (in RJ) might be stigmatized and the result could be him "re-offending, or offending with greater aggression; and the victim…
Works Cited
Logic and Flow (2011). Bloom's Taxonomy.
Vaandering, Dorothy. (2010). The Significance of Critical Theory for Restorative Justice in Education. The Review of Education, Pedagogy, and Cultural Studies, Vol. 32, 145-176.
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