Considerations for Decolonizing Education through Restorative Justice for Cultural Healing

By Tiffany H. Raether

Restorative justice disrupts the culture of modernity by severing the conditioning of colonial consciousness and individualistic-focused ways of being in relationship. As discussed by Dr. Fania E. Davis, long-time social justice activist, civil rights attorney, scholar and restorative justice practitioner, restorative justice stems from an indigenous ethos grounded in the deep value of maintaining “right relationship” as well as sharing one’s personal story.” (Davis p. 3). Restorative justice’s focus on relationships counters the predominant, Western practice of placing blame on the individual, feeding the conditioned need to identify an “other”. Modernist actions toward justice often deflect societal responsibility for the consequences affiliated with cultural norms derived from colonial psychology, which include deeply-embedded racial and class bias. If we define culture as an expression of values, restorative justice can serve as an opportunity for us to re-shape community values by applying its practice in schools and within education. 

Restorative justice is a method in pursuit of resolution for severed relationships (wrongdoings or criminal acts) by seeking not to punish, but to heal. It’s about getting well as a people and culture. Differing from prevalent methods of punitive justice, restorative justice typically involves a multi-step, collaborative and dialogical process that includes: 1) storytelling and relationship building, 2) truth-telling and accountability, and 3) reparative action (Davis p. 27). This allows the cooperation of not only the offender, the victim and one governing body, but the inclusion of additional stakeholders, such as both parties’ family members, friends and those affected by the harmful action within their communities. 

Many scholars, prison abolitionists and social justice activists have discussed the “school to prison pipeline.” The school to prison pipeline is connected to zero tolerance policies, which criminalizes children instead of educating them (Davis p. 45). In Davis’ book she comments that these policies disproportionately impact students of color. (Davis p. 46). Students who don’t achieve are disciplined, suspended, expelled, and incarcerated at higher rates than their white counterparts (Ragland p. 200). The school to prison pipeline is a well documented process involving attitudes and behaviors toward normal development (the growing pains of any adolescent), which is criminalized in minority communities (Ragland p. 200). Studies show that drop-out rates are influenced by suspensions (Ragland p. 200). Drop-outs are also most likely to receive government assistance and be involved in the prison system (Ragland p. 200). Police presence has also increased with the rise of mass shootings in the United States. The combination of police, out-of-school suspensions and expulsions with racial bias can not only perpetuate the prison to school pipeline, it also increases the likelihood of transgenerational negative outcomes (Davis p. 48).

The cultural benefits of integrating restorative justice in schools is not limited to children involved in conflict or delinquent behavior. A strong consideration for the exercise of restorative justice in education is assessing institutional racism and implicit bias. Holistic relational strategies that simultaneously interrogate the bias and systemic factors that historically maintain racial hierarchies in education will likely be more productive (Davis p. 54). This is exercised by facilitating implicit bias training to teachers and staff. This in of itself is a feat, as confronting one’s biases and conditioned perceptions can be a touchy subject. Yet, this is required in order to reduce the harm perpetuated through prejudice to ensure the efficacy of restorative justice practices. There are additional considerations to be made when applying restorative justice to schools, this includes ensuring that individual and community repair is in fact addressed. For example, restorative justice advocates see potential for restorative justice to address bullying in schools. However, if repair is left unchecked or handled badly, lasting damage can be done to victims and offenders alike (Roche p. 225). Consistent more than one-off conferences are seen to be necessary after an incident (Roche p. 225). 

An effective sustainable use of restorative justice in schools should not be limited to addressing instances of harm only, but incorporating its theories and practice within school curriculum. Integrating restorative justice in school administrator practice and student curriculum would create opportunity for a greater cultural shift to take hold. There is a growing recognition that Western knowledge systems based on separateness, competition, and subordination, have contributed to pervasive crises (Davis p. 21). Indigenous epistemologies such as those found in Native American, African and Chinese cultures account for an interrelated understanding of living. These indigenous ways of living in the world are growing in their importance as modern society seeks resolve from confronting social and environmental damage.  

Restorative justice is a healing process that disintegrates the entrained binary of identifying with “right” or “wrong”, feeding ideologies of separation and inflated personas of dominance. Restorative justice gives us the strength to hold vulnerability and offers us the opportunity to get to know the “other” within ourselves and our communities. Restorative justice is an invitation to a greater societal becoming, fostering axiologies based on genuine care, relational integrity and healing for our children and communities at large. 

References:

Davis, F. (2019). The little book of race and restorative justice. Good Books. pp 3, 21, 27, 45, 46, 48, 54

Ragland, D. (2015). Peace education as an ethical framework to situate restorative justice: Locating the concerns of communities of color in peace and justice discourse. In R. Amster, L. Finley, R. Mccutcheon, & E. Pries (Eds.), Peace studies between tradition and innovation. Cambridge Studies Press. p. 200

Roche, D. (2006). Dimensions of restorative justice. Journal of Social Issues, 62(2), p. 225