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dc.contributor.authorWearmouth, Janice
dc.contributor.authorBerryman, Mere
dc.date.accessioned2012-06-22T02:53:17Z
dc.date.available2012-06-22T02:53:17Z
dc.date.copyright2012-06
dc.date.issued2012
dc.identifier.citationBerryman, M. (2012). Viewing restorative approaches to addressing challenging behaviour of minority ethnic students through a community of practice lens. Cambridge Journal of Education, 42(2), 253-268.en_NZ
dc.identifier.urihttps://hdl.handle.net/10289/6422
dc.description.abstractThe 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.en_NZ
dc.language.isoen
dc.publisherRoutedgeen_NZ
dc.relation.ispartofCambridge Journal of Education
dc.relation.urihttp://www.tandfonline.com/doi/abs/10.1080/0305764X.2012.676626en_NZ
dc.subjectrestorative practiceen_NZ
dc.subjectminority ethnic school exclusionen_NZ
dc.subjectachievement gapsen_NZ
dc.subjectchallenging behaviouren_NZ
dc.subjectcommunities of practiceen_NZ
dc.titleViewing restorative approaches to addressing challenging behaviour of minority ethnic students through a community of practice lensen_NZ
dc.typeJournal Articleen_NZ
dc.identifier.doi10.1080/0305764X.2012.676626en_NZ
dc.relation.isPartOfCambridge Journal of Educationen_NZ
pubs.begin-page253en_NZ
pubs.elements-id37632
pubs.end-page268en_NZ
pubs.issue2en_NZ
pubs.volume42en_NZ


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