Restorative justice is an educational approach that shifts the focus of discipline from punishment to repairing harm and restoring relationships. In urban school environments, where disciplinary practices often disproportionately affect non-White students, restorative justice aims to create a more equitable system of accountability. Lustick's (2021) study offers a compelling exploration of how restorative justice practices are implemented in New York City schools, and how they seek to address persistent racial disparities in discipline.
Lustick’s research, based on a purposive sampling strategy, centers on three small schools in New York City that have committed to using restorative practices as part of their discipline systems. These schools, with predominantly non-White student populations and mostly White staff, provide a unique lens through which the study examines the intersection of restorative practices and racial dynamics. By including interviews with 20 teachers, 10 administrators, and 24 students, as well as conducting observations and analyzing documents, Lustick’s study paints a detailed picture of how restorative justice works in practice across various levels of the school system.
The study’s findings highlight the potential for restorative justice to create more inclusive, understanding, and responsive disciplinary practices. However, it also reveals challenges, particularly in how restorative justice is perceived and applied in racially diverse schools. While these practices offer an alternative to punitive measures, they often face implementation struggles and inconsistencies in their application. Lustick’s research underscores the importance of understanding the lived experiences of students, teachers, and administrators in creating restorative practices that truly address racial disparities in school discipline.
Ultimately, Lustick’s study contributes valuable insights into the effectiveness and limitations of restorative justice in schools. It suggests that while restorative justice holds promise for fostering a more equitable educational environment, its success hinges on thoughtful, consistent application and ongoing reflection on its impact on racial dynamics within school communities.
Reference.
Lustick, H. (2021). “Restorative justice” or restoring order? Restorative school discipline practices in urban public schools. Urban Education, 56(8), 1269-1296.
