Promovendo a comunidade, compartilhando poder: lições para a construção de culturas escolares de justiça restaurativa

Increasingly, education policymakers are touting restorative justice as a way to interrupt the “school-to-prison pipeline,” which disproportionately impacts students by race, sexuality, and disability. A small but growing research literature suggests that restorative justice decreases suspension and behavioral incidents, while improving school climate—particularly when embraced as a schoolwide ethos, rather than a targeted disciplinary strategy. Restorative justice represents a marked departure from long-standing punitive approaches to discipline, however, and school communities are eager for support in navigating this culture shift. To this end, this article presents findings from case studies of five diverse NYC schools using restorative justice approaches. Drawing on qualitative data from interviews and focus groups with educators, students, parents, and school safety agents, our findings provide insight into key practices and resources, stakeholder perceptions, and challenges of and practical strategies for building holistic, schoolwide restorative justice. We present a series of “lessons” to inform restorative justice practice and policy, underscoring the importance of community-building, deliberate resources and infrastructure, interrogating localized and systemic power dynamics, and elevating student leadership. Cada vez más, los formuladores de políticas educativas recomiendan la justicia restaurativa como una forma de interrumpir la “pipelinede la escuela a la prisión”, que impacta desproporcionadamente a los estudiantes por raza, sexualidad y discapacidad. Los investigadores sugieren que la justicia restaurativa disminuye la suspensión y los incidentes de comportamiento, al tiempo que mejora el clima escolar, particularmente cuando se adopta como un espíritu de toda la escuela, no como una estrategia disciplinaria. Este artículo presenta los resultados de estudios de caso de cinco escuelas diversas de Nueva York que utilizan enfoques de justicia restaurativa. Basándose en datos cualitativos de entrevistas y grupos focales con educadores, estudiantes, padres y agentes de seguridad escolar, nuestros hallazgos brindan información sobre prácticas y recursos clave, percepciones de las partes interesadas y estrategias para construir justicia restaurativa holística en toda la escuela. Presentamos una serie de “lecciones” para informar la práctica y la política de justicia restaurativa, subrayando la importancia de la construcción de la comunidad, recursos e infraestructura deliberados, interrogando dinámicas de poder localizadas y sistémicas, y elevando el liderazgo estudiantil. Cada vez mais, os formuladores de políticas educacionais recomendam justiça restaurativa como uma maneira de interromper o “pipeline da escola para a prisão”, que afeta de forma desproporcional os alunos por raça, sexualidade e deficiência. Os pesquisadores sugerem que a justiça restaurativa diminui a suspensão e os incidentes comportamentais, ao mesmo tempo em que melhora o clima escolar - principalmente quando adotado como ethos em toda a escola, não como uma estratégia disciplinar. Este artigo apresenta as conclusões de estudos de caso de cinco escolas de Nova York usando abordagens de justiça restaurativa. Com base em dados qualitativos de entrevistas e grupos focais com educadores, alunos, pais e agentes de segurança da escola, nossas descobertas fornecem informações sobre práticas e recursos importantes, percepções das partes interessadas e estratégias para a construção de justiça restaurativa holística em toda a escola. Apresentamos uma série de “lições” para informar práticas e políticas de justiça restaurativa, ressaltando a importância da construção da comunidade, recursos e infraestrutura deliberados, interrogando a dinâmica de poder localizada e sistêmica e elevando a liderança dos estudantes

Two Sides of the Same Coin: A Mixed Methods Study of Black Mothers’ Experiences with Violence, Stressors, Parenting, and Coping during the COVID-19 Pandemic

Due to systemic and structural inequities, the COVID-19 pandemic disproportionately impacts the Black community, along with ongoing anti-Black racism and violence. Violence against women in the home, particularly Black women, was prevalent during shelter in place, along with the additional family responsibilities of Black mothers. Crenshaw’s theory of intersectionality (1991) provides a foundation for examining Black mothers’ experiences during shelter-in-place mandates. This mixed-methods study aimed to quantitatively assess violence victimization, acknowledged racial inequities, depression and anxiety, while qualitatively examining Black mothers’ experiences in parenting during shelter-in-place orders. Participants (N = 127; Mage = 32.4 years) were mothers who self-identify as Black or African American living in a Midwestern US city. Results showed that Black mothers who perceived greater COVID-19 inequities in the Black community reported increased parental stress, decreased emotional support, greater exposure to physical or sexual violence, and higher symptoms of stress, anxiety, and depression. Qualitative results yielded numerous themes, including the integrative theme of two sides of the same coin, highlighting both positive parenting experiences and significant stressors for Black mothers. The implications point to the need for intersectional and feminist approaches to interventions and initiatives that support Black women as humans, mothers, souls, and spirits