Restorative Justice in the Classroom

"This book is an important and timely offering to the field of RJE–adding to a growing conversation that positions anti-racism and relationships at the centre of RJE. Drawing on five years of ethnographic data, Crystena Parker-Shandal provides an intimate look at life within the classroom and RJE’s potential to either transform relationships and power structures or transmit oppressive status-quo values (and usually a mix in between). The circle discussions in the book bring the reader directly into the daily rhythm of a classroom, in all its awkward, uncomfortable, inspirational, and mundane glory. The reader relates to the teachers as they make decisions in the moment regarding how to respond to student comments, experiences and emotions; the reader also senses the incredible impact that such decisions can have on student relations and wellbeing. With sensitivity and respect, Crystena supports teachers through this book to better embody an anti-racist approach to RJE. This is definitely one for the next Restorative Book Club!”
—Kristin Elaine Reimer, Senior Lecturer, School of Education, Culture, and Society, Monash University, Australia, and author of Adult Intentions, Student Perceptions: How Restorative Justice is Used in Schools to Control and to Engage (2019)

“Parker-Shandal’s book invites the reader into a deep reflection of how circle dialogue can intervene effectively in challenging and perhaps balancing power dynamics in the classroom including the inherent power of adult educators in relation to children. Through her thoughtful and thorough analysis of research conducted during teacher training and classroom implementation of restorative practice, we are called to question how these processes are taught and how they can be implemented in various educational settings with educators who bring their own bias and experiences to their workplace. We come away with a new understanding of the complexity of conflict and community in school cultures as she guides us articulately to conclusions that will increase the effectiveness of restorative practice in schools to help all students feel that they genuinely have a voice in the classroom circle.”
—Miriam Zachariah, Retired Principal, Toronto District School Board, Circle Keeper, Peacemaking Circle Trainer and Restorative Practice Trainer, Canada

“We are all from the human race and we all have emotions, experiences and backgrounds that might be different than others in the circles we sit. Parker-Shandal invites educators to be a part of the circle and not simply leaders of the circle, and gives us a deeper understanding of what can happen in the circle, a space to learn about others and about ourselves. Conflicts bring deeper understanding of others and provide us with a new perspective simply by listening and being present.”  
—Lorrie Gallant, Cayuga Nation Six Nations of the Grand River Territory, Author, Illustrator, Educator and Artist