CRJ448

Restorative Justice in Educational Settings

Safe, nurturing and engaging educational settings are the foundation of healthy communities. In this course, we will focus on praxis (that is, the marriage of theory and practice) in the development, implementation and practice of restorative approaches in educational environments. This will allow us to critically consider the potential of restorative justice for creating safe, nurturing and engaging educational settings and communities, which foster human and social capital.

We’ll discuss primary, secondary and tertiary educational institutions as well as after-school programming, recreational and residential settings—any area where people learn and grow together. We’ll highlight the distinctive features and challenges of restorative justice in education, particularly in the context of state-based institutional environments, where issues of identity and power come to the fore.

Key topics will include the following:

  • The state and education
  • The educational needs and experiences of students
  • School staff and parents
  • The role of school administration
  • The foundational pedagogy, values, skills and practices of restorative justice

Suggested prerequisite: Introduction to Restorative Justice: Concepts, Theory and Philosophy | CRJ315

This course is available at the following time(s) and location(s):

Course seats are reserved for students in the Restorative Justice Certificate until approximately two weeks before the start date. To take this course individually, click on Register or Join Waitlist below.

This course is available at the following time(s) and location(s):

Campus Session(s) Instructor(s) Cost Seats available  
Online - Martha A. Brown $930.00 0 Join Waitlist

This online course begins on the first date listed and ends six days after the last date listed. The interim dates/times are not the actual online class times.

What will I learn?

This course will provide foundational knowledge of the following:

  • The contemporary challenges and problems of state-based educational institutions
  • Restorative values, principles, critical pedagogy, praxis and discipline
  • Different models and approaches of restorative justice practices in educational settings
  • A whole-school approach—primary-, secondary- and tertiary-level application of restorative justice practices
  • Understanding and implementation of critical and relational pedagogy
  • Current evidence on achieved outcomes

How will I learn?

  • You will work within scheduled start and end dates, as well as assignment timelines.
  • Your study schedule will be entirely up to you. In some cases, we may ask you to meet online with your class and your instructor or a guest at a specific time, but these sessions will be recorded for future viewing if you are unable to attend.
  • Expect to spend approximately 10 hours per week on reading, online discussions, coursework and supplementary activities, such as watching assigned online videos.

How will I be evaluated?

This course is assessed on a competency-based scale of Pass or Fail. You will be evaluated based on a variety of methods, such as online participation, individual assignments, journals, project-based work and course papers. Assignments build upon the significant level of real-world experience that most participants bring to the course. You must successfully complete all three required courses to receive a full program certificate.

Textbooks and learning materials

Required:

Evans, K. and Vaandering, D. (2016). The Little Book of Restorative Justice in Education: Fostering Responsibility, Healing, and Hope in Schools. Skyhorse Publishing.

Morrison, B. (2007).  Restoring Safe School Communities: A Whole School Response to Bullying, Violence and Alienation. Sydney: Federation Press.

Riestenberg, N. (2011). Circle in the Square: Building Community and Repairing Harm in School. Minnesota: Living Justice Press.

Stutzman Amstutz, L. and Mullet, J. (2005). The Little Book of Restorative Discipline for Schools: Teaching Responsibility; Creating Caring Climates.  Intercourse, PA: Good Books.

Recommended:

Boyes-Watson, C. and Pranis, K. (2014). Circle Forward: Building a Restorative School Community. St. Paul, MN: Living Justice Press.

Hardware and software requirements 

We deliver this course using SFU's online course management system, Canvas. You will receive course details and Canvas access instructions on the first day of the course. You can check if your browser is compatible with Canvas here.

English language requirements

To succeed in our programs and courses, you will need an advanced level of written and spoken English. If you are unsure whether your English language skills are sufficient, we recommend you complete the International English Language Testing System (IELTS) with a minimum overall band score of 6.5 (unless otherwise noted). If you have questions or concerns about your English language proficiency, we encourage you to contact your local IELTS Test Centre.

 

 

Meet a restorative justice graduate

“I see this as so much more than addressing problems,” says Kim Riddell, who works in local schools. “It really is a golden opportunity to help develop positive relational attributes in our kids."
Full story

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