Source: (2011) Resolution: News from the Restorative Justice Council. Winter(41):16-17
In this paper the conceptual foundations of restorative practices in education will be scrutinised. Initially, it will be acknowledged that the recent adoption of ‘restorative justice’ principles in schools is not without promise. However, it will be argued that some attempts to explain: 1) the meaning of restorative justice and; 2) how restorative practices might contribute to emotion education; are riddled with ambiguity. IT will be suggested that a philosophical analysis might help to clear away some of the muddle. In particular, it will first be argued that Johnstone and Van Ness’s concept of of transformative restoration is logically paradoxical. Their terms encounter and reparation better capture what would seem to be the core functions of restorative justice. However, ‘education’ probably more aptly describes restorative processes classified as preventative or pro-active. (excerpt)
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