Skip to search boxSkip to navigationSkip to main content

Viewing restorative approaches to addressing challenging behaviour of minority ethnic students through a community of practice lens

  • Janice Wearmouth
    ,
  • Mere Berryman
  • University of Waikato
Research Output: Contribution to journal Article Peer-review

Abstract

The disproportionately high rates of school exclusion and lower levels of academic achievement of students from particular minority ethnic groups have been a focus of investigation in educational research across the world for some time. This articles uses a communities of practice framework to examine how restorative practice can draw on family and community values to support students whose behaviour is unacceptable in schools to recognize their own agency in behaving for good or ill and reintegrate them into the school community. At the same time, it acknowledges hurt that may be done to victims of wrong-doing and emphasizes putting things right between all those affected. The examples here are from Aotearoa New Zealand. They relate to practices influenced by traditional Māori cultural values. However, the principles and process associated with restorative practices that aim to restore harmony between the individual, the victim and the collective rather than to punish and exclude may be relevant within other student groups where high rates of exclusion from school are problematic.

Publication Information

Output type

Research Output: Contribution to journal Article Peer-review

Original language

English

Pages from-to (Number of pages)

Pages 253-268 (16 pages)

Journal (Volume, Issue Number)

Cambridge Journal of Education (Volume 42, Issue 2)

Publication milestones

  • Published - 01/01/2012

Publication status

Published - 01/01/2012

ISSN

0305-764X

External Publication IDs

  • handle.net: 10547/229073
  • Scopus: 84861866766

Access to documents

Publication metrics