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Going Restorative, Staying Tough: Urban Principals’ Perceptions of Restorative Practices in Collocated Small Schools
Education and Urban Society ( IF 1.190 ) Pub Date : 2020-12-08 , DOI: 10.1177/0013124520974335
Hilary Lustick 1
Affiliation  

Drawing on data from a year-long multi-case ethnography of three secondary urban public schools implementing restorative practices, the current piece examines how principals negotiate restorative practices despite conflicting pressures to maintain order and compel obedience. I frame my inquiry through Sergiovanni’s (2000) concept of “systems” in the “lifeworld,” asking whether principals use restorative practices as systems in service of cultural transformation or merely as a replacement for suspension. Findings suggest tensions between principals’ purposes for implementing restorative practices and the pressure they feel to maintain an image of “school order” and “toughness” in the eyes of internal and external stakeholders. I close with recommendations for research and practice. I also make some preliminary recommendations for principal preparation.



中文翻译:

恢复性,坚韧:城市校长对并置小型学校恢复性实践的看法

本篇文章利用来自三所实施恢复性做法的城市中学的一年期多案例人种学的数据,研究了尽管维持秩序和强迫服从的压力相互矛盾,但校长如何谈判恢复性做法。我通过Sergiovanni(2000)在“生活世界”中的“系统”概念来提出我的问题,询问校长是使用恢复性实践作为服务于文化转型的系统,还是仅仅是替代性的停顿。调查结果表明,校长实施恢复性实践的目的与他们在内部和外部利益相关者眼中保持“学校秩序”和“坚韧”形象的压力之间存在紧张关系。最后,我提出了有关研究和实践的建议。

更新日期:2020-12-23
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