ABSTRACT The practice and popularity of restorative justice (RJ) in education has been growing in recent years. RJ can be understood in dramatically different ways by those implementing it. For some, RJ is about creating an environment of and for student engagement that challenges traditional systems of discipline and facilitates learning. For others, RJ is simply another tool for solidifying compliance and meting out punishment, albeit in a kinder, gentler way. This comparative case study focused on the use of RJ in one school in Scotland and one in Canada, exploring the intersection between educator intentions and student experiences. I determined that the key element is not the implementation of RJ, but the school’s predominant relational objectives. In a school where relational objectives are of social control, RJ is utilized to strengthen that control. Where the relational objectives are of social engagement, RJ is utilized to strengthen that engagement. RJ in schools is a window into what is most fundamental to students: relationships. The study argues that RJ, by itself, does not guarantee certain qualities of relationship, but it does allow us to examine those qualities and ask questions of how school relationships are used to engage and/or control students.

中文翻译：

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控制的关系和参与的关系：教育者的意图如何与学生的恢复性正义经验相交

摘要 近年来，恢复性司法 (RJ) 在教育中的实践和普及一直在增长。实施 RJ 的人可以以截然不同的方式理解 RJ。对于一些人来说，RJ 是为了创造一个学生参与的环境，挑战传统的学科体系并促进学习。对于其他人来说，RJ 只是另一个巩固合规性和实施惩罚的工具，尽管以一种更友善、更温和的方式。这个比较案例研究侧重于在苏格兰的一所学校和加拿大的一所学校中使用 RJ，探索教育者意图和学生体验之间的交叉点。我确定关键因素不是 RJ 的实施，而是学校的主要关系目标。在关系目标是社会控制的学校里，RJ 被用来加强这种控制。在关系目标是社会参与的情况下，RJ 被用来加强这种参与。学校的 RJ 是了解学生最基本的东西的窗口：人际关系。该研究认为，RJ 本身并不能保证关系的某些品质，但它确实允许我们检查这些品质并提出关于如何利用学校关系来吸引和/或控制学生的问题。