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Abstract
•Proponents of restorative practice suggest that by offering pupils a chance to tell the story, schools can transform the behaviour of pupils making them happier, and more productive. Yet, despite well-researched evidence about behaviour and disadvantage, less is known about the marginalisation that pupils experience. The central concern of this article is to consider the extent to which a turn to educational philosophy can offer a plausible response to the limitations of a restorative approach. By providing a reading of Stanley Cavell’s autobiographical memoir, and Cavell’s own exploration of Emerson and Thoreau, this paper argues for a reconceptualisation of restorative practice that understands ‘story’ as a means to a metamorphosis, or re-creation, of the self.
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