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JOURNAL OF LEADERSHIP, ACCOUNTABILITY AND ETHICS
Restorative Justice, Peacebuilding Practice, and Educational Praxis: Critical Analysis of Canadian and United Kingdom Discourses
Author(s): Lianna B. Clarysse, Shannon A. Moore
Citation: Lianna B. Clarysse, Shannon A. Moore, (2014) "Restorative Justice, Peacebuilding Practice, and Educational Praxis: Critical Analysis of Canadian and United Kingdom Discourses ," Journal of Leadership, Accountability and Ethics, Vol. 14, Iss.4, pp. 123-138
Article Type: Research paper
Publisher: North American Business Press
Abstract:
Over the past two decades, educational contexts have integrated Restorative Justice and Peacebuilding Practice (RJ & PBP) into legislation and policy. RJ & PBP are research-based and developed to ameliorate the climate of educational contexts by prioritizing on relationships. Findings generated by a critical discourse analysis (Foucault, 1965) that investigated legislation, policy, and professional practice texts related to RJ & PBP in educational contexts within Canada and the United Kingdom. The analysis revealed binary relations that reinforced legitimation. The study concludes with suggested amendments to critical RJ&PBP discourse and implications for leadership in educational institutions.
