Being relational in all elements of the classroom: expanding the relationship window to student-content and student-developing-self relationships

COMMUNITY-BASED AND RESTORATIVE-JUSTICE INTERVENTIONS TO REDUCE OVER-POLICING

Sexual violence occurs at alarming rates worldwide. Historically, college campuses have failed to adequately address the issue, often contributing to greater harm for those involved. Restorative processes have traditionally been used in Indigenous populations around the globe to promote community healing following harm. Although restorative justice practices are gradually being integrated at institutions of higher education, there is a paucity of literature on the experience of facilitating restorative justice processes on college campuses, especially as it relates to sexual misconduct. By using an interpretive phenomenological analysis to deepen the knowledge of the subjective experiences of restorative process facilitators, this study investigates (n = 10) facilitator experiences concerning cases of general misconduct on college campuses and specifically regarding cases of sexual misconduct. Findings suggest that restorative processes for sexual misconduct on college campuses can be successful in providing accountability, reparation, and healing if done correctly, but are tedious, and potentially harmful if not facilitated properly. The experience of a facilitator is often a challenging one, as the restorative process impacts victim-survivors and offenders, as well as the communities at large. Using sound judgment throughout the process, ensuring all parties are adequately prepared for the emotional intervention, acknowledging cultural differences, and having support from the community are identified as being essential for facilitators in this role.

Poor mastery of technical communication skills has affected the employability of technical and vocational education and training (TVET) graduates. This has arisen from the lack of communication between TVET institutions and the industry when designing a curriculum for technical communication skills development. In Malaysia, little emphasis is given to developing this skill. Therefore, the current study seeks to develop a technical communication pedagogical model (TCPM) by identifying the pertinent objective, content of learning, method of delivery and assessment method of TCPM, and the effect of the perceived importance of English language proficiency on the relationships of the pertinent curriculum components of TCPM. A survey questionnaire was developed and validated for content validation by seven experts from local industry and TVET institutions. A total of 205 English language instructors in Malaysian vocational colleges (MVC) were selected using a stratified random sampling method and responded to the questionnaire. Their responses were analyzed using the partial least square-structural equation modeling (PLS-SEM). Analysis of reliability, discriminant and convergent validity, significance of relationship, predictive accuracy (R2), predictive relevance (Q2), effect size (f2), and mediation analysis was conducted to test the model. The overall findings indicated that all constructs have a positive and significant effect on perceived importance of TCPM (Objective: p = 0.012, t = 2.249, content of learning: p = 0.032, t = 1.852, assessment method: p = 0.000, t = 4.196), except for method of delivery (p = 0.301, t = 0.522). The coefficient of determination level is moderate (R2 = 0.526). Analysis of effect size (f2) indicates a small effect size for all constructs (objective: f2 = 0.032, content of learning: f2 = 0.027, assessment method: f2 = 0.116), except for method of delivery with an effect size of 0.002. In addition, this model achieved acceptable predictive relevance (Q2 = 0.316). On the other hand, the mediation analysis indicates that the perceived importance of English language proficiency only functions as a complementary partial mediator for content of learning and assessment method construct. In short, the TCPM model includes having the relevant objectives, content of learning, method of delivery and assessment method for implementing technical communication in MVC, components which are less emphasized in the current curriculum. It is hoped that, with its implementation in the MVC, graduate employability can be enhanced.

This paper examines the role of communication within restorative justice processes, particularly in the context of the use of digital channels. Grounded in the understanding that restorative justice is fundamentally a communicative process, this study highlights how communication shapes outcomes in both face-to-face and online settings. Digital restorative processes introduce new challenges, particularly regarding the transmission of nonverbal cues and emotional content. Facilitators play a key role in managing these challenges, acting as guardians of communication and ensuring that trust and engagement are maintained in virtual spaces. Drawing from interviews with facilitators in Spain, the paper explores how communicative dynamics of restorative justice have been transformed by digital tools. The findings suggest that, while online restorative practices can limit some elements of emotional expression, it remains a viable and adaptive option when properly facilitated, emphasizing the importance of the facilitator’s skills in guiding effective communication within restorative processes.

A developmental research study aimed to design, publicize and evaluate an online educational game to improve the quality of life for seniors 55 years and older. The game Live Well, Live Healthy! (cvje2.savie.ca) is a Bingo game in which the learning content in the study was integrated into the mechanism of the game. A "pre-test/post-test" single group methodology measured the impact of the game in three dimensions of quality of life: psychological, physical and social. A total of 56 seniors played for a week in the multiplayer mode (real-time interaction with at least two other participants). The results indicate that the educational game improved the perception of seniors in a majority of the variables concerning the three dimensions: physical (fatigue, sleep, eating habits); social well-being (building ties, social connectedness, friendships) and psychological well-being (depression, difficulty doing activities, mood and feeling of being loved). Some variables (sadness, isolation, proximity to family and physical habits) generated a weak perception of positive benefits for these seniors.

The content of education at schools meeting the demand for culturally, socially and politically relevant knowledge, skills and competencies for a particular society has remained an issue of debate in all times. Estonia started development of a new national curriculum (NC) in 2020/2021 and both – the content of learning as well as its organization from kindergartens up to the end of gymnasia became a serious issue. The main topic for debates were the proportions of compulsory and optional subjects, especially at the final level (grades 10–12). Music and other art subjects must prove their positions during recent pandemia and military conflicts. The aim of the study is to map expectations of different target groups concerning the future of music education creating the basis for development of music culture in society.The students (n=203) were asked to write essays, analyzing why learning music at high school level is meaningful or not for their personal development. The people responsible for pan-Estonia cultural organizations were interviewed (n=10) and the data were analyzed qualitatively. The results of the study can be used for development of music syllabi in NC of all levels of general education under the present conditions and for teacher training.

Drawing on restorative processes research and research on social justice, this chapter is organized in the following manner: First, the authors provide a brief history of the administration of justice. Secondly, the authors discuss the global rise of restorative justice in the education context. In order for a program to be completely restorative it must include several educational components as part of restorative processes. Towards this end, the chapter then situates these components in the context of social justice and explore how school systems use them - with specific emphasis on victim-offender conferencing. Next, authors share examples of international initiatives pertaining to restorative practices. Conclusions summarize the significance of restorative practices in school settings in order to prevent violence, reduce rates of expulsions and suspensions, and create a safe and secure teaching and learning environment for all.

Drawing on restorative processes research (e.g., Braithwaite, 1999) and research on social justice (e.g., Evans, 2007; Furman & Gruenewald, 2004; Murrell, 2006; Normore & Brooks, 2014) this chapter is organized in the following manner: First, the authors provide a brief history of the administration of justice. Secondly, the authors discuss the global rise of restorative justice in the education context. In order for a program to be completely restorative it must include several educational components as part of restorative processes. Towards this end, the chapter then situates these components in the context of social justice and explore how school systems use them - with specific emphasis on victim-offender conferencing. Next, authors share examples of international initiatives pertaining to restorative practices. Conclusions summarize the significance of restorative practices in school settings in order to prevent violence, reduce rates of expulsions and suspensions, and create a safe and secure teaching and learning environment for all.

Mobile learning (m-learning) through smartphones is gaining in popularity. Nascent Vietnamese entrepreneurs tend to generate new entrepreneurial knowledge and skills through m-learning due to its characteristics. Acquiring negotiation skills and strategies through m-learning is a practical route for nascent Vietnam entrepreneurs. This study describes and applies a set of criteria, covering both pedagogical and technical aspects, to evaluate negotiation education applications (apps) on mobile Android operating system.The results showed that no app related to negotiation education in the Vietnamese language was found on Google Play Store. In the English language, there are 6 distinct free apps appropriate to English speakers who are nascent Vietnamese entrepreneurs. Learning contents were limited to 2 goals of negotiation, which were reaching a business agreement and increasing profits. Target users were not clearly defined. Materials used were not diverse when all apps heavily included text in the learning contents. The virtual environment was not interactive since all the apps did not offer a feedback feature. The customisation, including the levels of difficulties of the educational apps was absent. The authors posit that curriculum designers and developers have opportunities to improve the negotiation training apps used on smartphones by filling the aforementioned gaps.

The tail-end of the criminal justice system is the prison. In the era of mass incarceration a question arises how can a prisoner be restored to live a successful life after incarceration? The architecture of restoration of prisoners to begin the movement the prisoner placed under the authority of prison officials. Restoration is not a soft option, as many prisoners find it extremely difficult to face up to the impact of their crimes. The entire prison environment and the stakeholders of the prison department shall be involved in the restorative process. Restoration is the shift from retribution and vengeance to a more human approach. Hence restorative processes shall focus on physical, behavioral, emotional and restoration of dignity. The transition from prison to re-integration into the society after being incarcerated for number of years is the most difficult task for the prisoner. Therefore perseverance of restoration in prisons shall be a continuous process which would be a great investment to everyone. Research and studies across the world reveals that the scale of victimization among the prisons is very high and at time most devasting and India is not an exception. Adoption of restorative restoration approaches and practices in prison setting will not only successfully navigate reentry both into the family and society but also a realistic future and an effectiveness and positive impact outside the prison world. If prison officials want to reduce recidivism it is vital that they ensure effective and humane restoration of prisoners. This paper takes the stock of the current context and aims to bring greater clarity pertinent to the thematic area of concerns regarding effective and humane restoration of prisoners with special reference to India.

This article proposes that restorative justice practices (RJPs), as used in New Zealand schools, are better understood as an instrument of social development than a behaviour management practice. Concerns about the achievement of Māori students are relocated, from an individualised psychological and pedagogical problem to an interdisciplinary context of historical and social development. Social constructionist theory is suggested as a lens through which RJPs in schools may be seen as the intentional production of respectful social relationships, rather than as behaviour management. A restorative process has the productive capacity to restore healthy relational functioning, both for those who have been offended against and those who have offended. It is argued that the primary function of restorative justice in schools is not about resolving specific conflicts, but rather, about the production and maintenance of respectful relationship, which is the antithesis of colonised relationship. Such a position reflects accountability on a communal, rather than individualised basis, and accords with recent moves in the United Nations Development Programme to look at Human Development as building agentive capacity.

Continuous and rapid developments in science and technology have raised a challenge for compliance between the learning content provided by study programs and (1) the actual state of art in the domains the programs are addressing and (2) the actual needs of companies that will employ the graduates of these programs. To achieve such compliance continuously, the digitalization of learning content (curriculum) engineering could provide supporting tools that facilitate awareness of incompliance, which is the first step in introducing changes in the learning content. In this article we discuss how such awareness, regarding the needs of companies, can be supported by a service system that monitors the gap between educational demand and offer. The proposed service system provides possibilities for automatic, semi-automatic and manual analysis of texts representing the educational demand, versus the texts representing the educational offer. The implementation of the service system has been demonstrated, having been applied at university. The experiments showed that the system can provide valuable information for educational content development, but its maintenance and incorporation in study process management and curriculum engineering still require additional research.

The curriculum is a plan and arrangement related to learning objectives, learning content, learning materials and methods used in learning that are used as a reference in learning activities in order to fulfill educational objectives. The development of the curriculum is very necessary and it should be, especially the Islamic Education curriculum, because Islamic Education has a very large contribution in fostering the character and civilization of the nation. The curriculum has an important role in education and the order of multicultural human life. The existence of curriculum development is a great hope in order to provide solutions to social problems that have occurred lately, such as frequent intolerance, feeling the most right and the others wrong, as well as shallow understanding and strengthening of respect and appreciation of diversity. The existence of social problems is the background of this research. This research aims to find out the PAI curriculum development model in multicultural-based learning. The method used in this research is library research, the data sources come from various scientific journals and books. The result of the research, that the development of multicultural-based PAI curriculum must indeed be done, because Islam itself teaches that we can interact with different people, using various curriculum development.

The curriculum is a plan and arrangement related to learning objectives, learning content, learning materials and methods used in learning that are used as a reference in learning activities in order to fulfill educational objectives. The development of the curriculum is very necessary and it should be, especially the Islamic Education curriculum, because Islamic Education has a very large contribution in fostering the character and civilization of the nation. The curriculum has an important role in education and the order of multicultural human life. The existence of curriculum development is a great hope in order to provide solutions to social problems that have occurred lately, such as frequent intolerance, feeling the most right and the others wrong, as well as shallow understanding and strengthening of respect and appreciation of diversity. The existence of social problems is the background of this research. This research aims to find out the PAI curriculum development model in multicultural-based learning. The method used in this research is library research, the data sources come from various scientific journals and books. The result of the research, that the development of multicultural-based PAI curriculum must indeed be done, because Islam itself teaches that we can interact with different people, using various curriculum development.

“That’s not fair!” This phrase was uttered daily by many of the students in Oakland’s public school system. Even when they were caught in an act that violated school rules, students did not readily take responsibility for their actions. They were simply playing their role in our punitive system, in which most students tend to blame others rather than accept the consequences for their behavior. Our search for ways to change this paradigm led us to explore the practice of restorative justice.During the fall of 2005, I (Rita) was employed by the Oakland Unified School District as a case manager working with students and their families who were referred for expulsion. As case managers with backgrounds in counseling and mental health, we were charged with finding alternatives to suspensions and expulsions. In December 2005, I was mandated to attend a four-day training on restorative justice, organized by a local community agency, Restorative Justice for Oakland Youth. The training was facilitated by Roca, a youth development agency from Chelsea, Massachusetts.After completing the training, I was assigned to Cole Middle School and worked closely with the principal and assistant principal as a case manager for the school’s Pupil Disciplinary Hearing Panel. The administrators and I had several conversations about student suspensions and expulsions and lamented that the children returned to school showing no behavior changes. It was a vicious cycle, an unending revolving door. This situation exacerbated the already chaotic school culture of fights and defiance.My job was to create a paradigm shift within the school context by introducing restorative justice as an alternative to the traditional discipline system. After my training with Roca, I returned renewed and ready to try this new way of working with student violations. The principal, having had several years of experience as an assistant principal, agreed that suspensions and expulsions did not work to change student behavior. Together, we began the restorative justice journey at Cole.I began the restorative justice educational process by offering support meetings for teachers to vent and reflect on their experiences with the students in the classroom. Many of them were in their first year, and classroom management was especially challenging. I built close relationships with several teachers and offered assistance to them in their classrooms whenever I could.In August of 2006, after several planning meetings with the principal, we launched a year of training for the teachers. We unearthed conflicts among staff and used the restorative justice process to work through them. At the same time I was facilitating restorative circles with students and discipline conferences with students, families, administrators, and teachers when needed. We started out with a two-day training in August, negotiated a monthly staff training using the process, a follow-up two-day training in November, and another follow-up two-day training in the spring.The staff built a closeness and willingness to work through differences. By the end of that year, the majority of the adults at Cole were ready to bring this new practice to the students and their families. We experienced some good results in the first year: a reduction in fights, suspensions, and referrals for expulsion. We also saw close to 100 percent retention of teachers—this was unprecedented as turnover was usually around 50 percent—with just one teacher leaving for higher studies. And we all experienced a more positive school culture.In 2007 we continued with an initial two-day training for staff in August, monthly restorative justice staff meetings/trainings, and a one-day training in the spring. A teacher and I taught a restorative justice elective class for eighth-grade students. Students from this class presented a restorative justice workshop at the annual middle school conference. Teachers and administrators referred cases to the restorative justice process. Many of these cases were resolved successfully. Fights were down again, and fewer students were referred for expulsion. In 2008, our principal left the area and a new principal came on board. The teachers and I were on the hiring committee and were able to garner a commitment from the new principal for this healing work to continue at Cole. He was enthusiastic about the process.Students identified the restorative justice process as “fair,” and with some encouragement, many admitted when they did something wrong. Suspensions fell by 87 percent. Students continued to embrace these practices in high school: their principal noticed that Cole students actually accepted responsibility when they committed harm and expected adults to include them in the restoration process.Perhaps the most rewarding part of this work arose when the Cole students moved on to high school. In 2005, the larger comprehensive school, McClymonds High, was broken into two small schools. Thus Cole students had the option to choose between BEST, which offered an entrepreneurial track, and EXCEL, which offered a law and international trade track. The EXCEL Law Academy director solicited Cole students. Her plan was to incorporate restorative justice into a youth court program that had previously handled teacher and administrator referrals using the traditional adversarial process. Within three to four weeks, Cole students were actively facilitating restorative justice circles based on referrals submitted by teachers and administrators.These students not only handled conflicts that arose between other students, they were also able to manage conflicts among themselves. One afternoon, a former Cole student was engaged in a verbal battle with another student that threatened to become physical. This incident took place in front of the principal’s office when the Law Academy director happened upon the scene. She put her hand on the shoulder of the Cole student, and reminded her that she knew what to do. Almost immediately, the student stopped and, with her peer, responded to the familiar series of questions posed by the adult. This restorative conversation kept both students from receiving a suspension once the principal became aware of their willingness to solve the problem constructively.Restorative justice is a philosophy and set of practices that move us from being punitive toward someone who has done something wrong to being receptive and constructive while holding the person accountable. It first began in the juvenile justice system, but in the last fifteen years, schools have begun to adopt its principles and practices. Schools have found that for these to effectively help students to change their behavior, practitioners need to build a wider culture that can support the changes in behavior that students are trying to learn. We also found that students need to be supported after experiencing the practice. Hence restorative justice encompasses the intervention and also the community-building and culture change necessary to provide the caring conditions in which change can be made and re-integration can occur.In many schools, some structures already exist to support a culture of caring. Many schools implement Second Step, Too Good for Violence, Too Good for Drugs, and Tribes—programs that assist in building a foundation of caring and help students and adults work collaboratively to solve problems and resolve conflicts. Conflict mediation, victim-offender dialogue programs, and youth courts are also in place to correct wrongdoing, in addition to structures such as school support teams, school attendance review teams and review boards, parent/teacher conferences, and case management, which bring people involved in a student’s life together to help the student. These structures may or may not be restorative.Being restorative is many things—it is holding onto and practicing values that promote ideals such as inclusiveness, respect, responsibility, honesty, compassion, love, open-mindedness, kindness, and consensus-based decision-making. It is a way of being in relationship with all people and, in some cultures, being in relationship with all things, including nature and other animals. Thus restorative practices embody many of the ideals of religious and moral thought.Justice, on the other hand, attends to the harm caused. Justice occurs when people who have been harmed can ask for what they need and get what they need to move on. Justice occurs when those who were harmed are allowed to communicate the impact of the harm to the person who harmed them and finally feel that they have healed. Justice occurs when people who have caused harm realize what they have done, feel remorse, discover the underlying causes that led them to commit the harmful acts, heal, and are motivated to take actions that begin to right the wrong and finally to promise that they will not cause such harm again.Justice occurs when the community gets involved whenever harm happens to anyone within the community and assists both the person harmed and the person who caused the harm. It is the community’s responsibility to adopt applicable lessons from each situation into daily interactions among community members.Implementing restorative justice in schools will require recreating our culture and how we interact with each other. Restorative justice and many of the structures and programs mentioned offer some ways to rethink and build on the caring culture that already exists. This will require taking a hard look at the way we are in our schools—how we behave, how we think about harm, how we hold and share power, and how we shift existing practices that undermine the culture of caring and accountability that we are advocating. This takes time and involves a process of inquiry that we are just now embarking on at the district level.