打印

作者

Hilary Lustick

来源

EDUCATION AND URBAN SOCIETY,Vol.0/0,Issue.

语言

英文

关键字

作者单位

1University of Masschusetts, Lowell, USA

摘要

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.