Document Type
Article
Publication Date
9-15-2021
Publication Title
Northwest Journal of Teacher Education
Volume
16
Issue
2
First page number:
1
Last page number:
20
Abstract
This interpretive case study examines the impact of one high school’s mediation process, which is intended to be a restorative practice, on the schooling experiences of three “overage, under-credited," young adult Black girls. Using critical race theory, this study explicates how the school’s approach to mediation fails to protect these students from both physical and structural violence. While it is important that the findings lay a foundation for understanding the contexts of anti-Blackness in restorative practices in schools, insights from this study can also help establish culturally and contextually specific approaches to mediation for young adult Black girls in high schools.
Keywords
Anti-racism; Black girls; school-based mediation; critical race theory
Disciplines
Educational Assessment, Evaluation, and Research
File Format
File Size
425 KB
Language
English
Rights
IN COPYRIGHT. For more information about this rights statement, please visit http://rightsstatements.org/vocab/InC/1.0/
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Repository Citation
Jackson, I.
(2021).
Not Suspended but Not Protected: Challenging School Discipline Reform in the Name of Restorative Justice for Young Adult Black Girls.
Northwest Journal of Teacher Education, 16(2),
1-20.
http://dx.doi.org/10.15760/nwjte.2021.16.2.4