Positive convivence in school from a restaurative look

Authors

  • Àngels Grado Secondary school teacher. Trainer of trainers. President of Convives and director of the digital magazine of the same association

Keywords:

Positive coexistence, Restorative justice, Restorative practices, Community, Responsability, Commitment, Dialogue

Abstract

Positive coexistence at school means conflict as an opportunity for learning and a transformative element and transcends reactive intervention by incorporating preventative and proactive action. Restorative practices share these key aspects and add the participation and involvement of the group, including the community, from co-responsability, to repair the damage and restore relationships. Incorporating restorative practices at school, and above all, the restorative look, requires people to count, but also with the help of the structures that allow them to incorporate successfully.

References

Hopkins, B. (2011). The Restorative Classroom. Using Restorative Approaches to Foster Effective Learning. London: Optimus Education

Organización de Naciones Unidas (2006). Manual sobre programas de justícia restaurativa. Nueva York: Naciones Unidas https://www.unodc.org/documents/justice-and-prison-reform/Manual_sobre_programas_de_justicia_ restaurativa.pdf

UNESCO (2015). Replantear la educación. ¿Hacia un bien común mundial? París: UNESCO. http://unesdoc.unesco.org/images/0023/002326/232697s.pdf

Wachtel, T. (2013) Definiendo qué es restaurativo. Bethlehem, PA: International Institute of Restaurative Practices (IIRP). http://www.iirp.edu/pdf/Defining-Restorative-Spanish.pdf

Zehr, H. (1990). Changing lenses: a new focus for crime and justice. Scottdale, Pensilvania: Herald Press.

Published

2018-11-26

Issue

Section

Educational Psychology and Counselling