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'You Fight Your Battles and You Work out How You're Going to Change': The Implementation, Embedding and Limits of Restorative Practices in an Australian Rural Community School

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Title: 'You Fight Your Battles and You Work out How You're Going to Change': The Implementation, Embedding and Limits of Restorative Practices in an Australian Rural Community School
Language: English
Authors: Garth Stahl (ORCID 0000-0002-1800-8495), Samantha Schulz (ORCID 0000-0002-3458-3617), Melanie Baak (ORCID 0000-0002-0745-1352), Ben Adams (ORCID 0000-0001-9471-3914)
Source: Asia-Pacific Journal of Teacher Education. 2024 52(1):82-100.
Availability: Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 19
Publication Date: 2024
Document Type: Journal Articles
Reports - Evaluative
Education Level: High Schools
Secondary Education
Descriptors: Foreign Countries, Rural Schools, Public Schools, High Schools, Restorative Practices, Equal Education, Administrator Attitudes
Geographic Terms: Australia
DOI: 10.1080/1359866X.2023.2228215
ISSN: 1359-866X
1469-2945
Abstract: Research suggests that the use of Restorative Practice (RP) in schools can foster more positive and inclusive school communities, yet there remains limited research regarding how to embed such practices. As part of a wider study, we present data from school leaders who describe their perspectives on RP and their struggles with implementing it in one rural Australian community school. This school is distinctive because of how it adopted a RP approach in an effort to change both the culture of the school and the culture of the wider community. To better inform our understanding regarding how RP was implemented, we focus on two overlapping dimensions - informing practice and embedding practice - before reflecting critically on some of the issues and limitations involved with using RP as a means of combating structural inequality.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1413199
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Garth+Stahl%22">Garth Stahl</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1800-8495">0000-0002-1800-8495</externalLink>)<br /><searchLink fieldCode="AR" term="%22Samantha+Schulz%22">Samantha Schulz</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3458-3617">0000-0002-3458-3617</externalLink>)<br /><searchLink fieldCode="AR" term="%22Melanie+Baak%22">Melanie Baak</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0745-1352">0000-0002-0745-1352</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ben+Adams%22">Ben Adams</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9471-3914">0000-0001-9471-3914</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Asia-Pacific+Journal+of+Teacher+Education%22"><i>Asia-Pacific Journal of Teacher Education</i></searchLink>. 2024 52(1):82-100.
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  Data: Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Rural+Schools%22">Rural Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Public+Schools%22">Public Schools</searchLink><br /><searchLink fieldCode="DE" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Restorative+Practices%22">Restorative Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Administrator+Attitudes%22">Administrator Attitudes</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink>
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  Data: 10.1080/1359866X.2023.2228215
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  Data: 1359-866X<br />1469-2945
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  Label: Abstract
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  Data: Research suggests that the use of Restorative Practice (RP) in schools can foster more positive and inclusive school communities, yet there remains limited research regarding how to embed such practices. As part of a wider study, we present data from school leaders who describe their perspectives on RP and their struggles with implementing it in one rural Australian community school. This school is distinctive because of how it adopted a RP approach in an effort to change both the culture of the school and the culture of the wider community. To better inform our understanding regarding how RP was implemented, we focus on two overlapping dimensions - informing practice and embedding practice - before reflecting critically on some of the issues and limitations involved with using RP as a means of combating structural inequality.
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