HCPS Practitioner's Guide to Culturally Responsive Restorative Practices

Henrico County Public Schools MAKING A DIFFERENCE

Culturally Responsive Restorative Practices A Practitioner's Guide

3 VISION 4 CHALLENGE 5 SELF-REFLECTION

TABLE OF

CONTENTS

6 COMPETENCE

7 RESPONSIVENESS 10 RESTORATION 17 COMBININGÂ 18 TERMS 22 REFERENCES

HENRICO COUNTY PUBLIC SCHOOLS Restoration through strengthening relationships

VISION One goal for the Henrico County Public Schools (HCPS), found in the Superintendent's Annual Plan, is to "Develop a multi-year professional development plan for working with all school administrators and instructional staff to engage all schools in courageous conversations about race, equity, access, and culturally responsive practices."

BRINGING IT TOGETHER One way to bring these goals to life is to develop a sense of what we are calling Culturally Responsive Restorative Practices (CRRP). This guide will help to define each of the components of CRRP, along with providing opportunities for self-reflection and growth. It will only be through a combination of all these things that progress toward the goals will be met. Â

H C P S

RESOURCES Articles: The Significance of Critical Theory for Restorative Justice in Education

by Dorothy Vaandering Understanding the Purpose of Restorative Practices for Schools: A New Zealand Perspective by Dorry Lillard What Teachers Need to Know About Restorative Justice by WeAreTeachersStaff Restorative Justice in U.S. Schools: A Research Review by Trevor Fronius. Hannah Persson, Sarah Guckenburg, Nancy Hurley, Anthony Petrosino BOOKS: Better Than Carrots or Sticks: Restorative Practices for Positive Classroom Management by Dominique Smith, Douglas Fisher, Nancy Frey Implementing Restorative Practice in Schools: A Practical Guide to Transforming School Communities

by Margaret Thorsborne, Peta Blood, et al.

Hacking School Discipline: 9 Ways to Create a Culture of Empathy and Responsibility Using Restorative Justice by Nathan Maynard & Brad Weinstein Circle Forward Building a Restorative School Community by Carolyn Boyes-Watson The Little Book of Race and Restorative Justice: Black Lives, Healing, and US Social Transformation by Fania E. Davis

3

HENRICO COUNTY PUBLIC SCHOOLS Restoration through strengthening relationships

THE CHALLENGE Strategies used with students whose behavior is considered inappropriate or violates the student code of conduct have historically been punitive and exclusionary. Discipline practices such as suspension continue to be used across the country--with minimal effectiveness and often with detrimental outcomes for students. Suspension results in loss of quality instruction for students, which negatively impacts their performance at school. The utilization of exclusionary discipline consequences has resulted in a disproportionate rate of suspension for Black Students and students with disabilities across the nation.

HOW IT AFFECTS HCPS In 2015, the VDOE found Henrico County Public School (HCPS) to be disproportionate in the rates of suspension for Black students and students with disabilities.

Recognizing the rates were alarmingly askew, the district is taking steps to rectify the situation by pursuing alternatives to suspension. The district’s strategic plan outlines goals to address alternatives, which include the development of a plan for all staff.

H C P S

4

The district’s strategic plan outlines goals to address alternatives, which include the development of a plan for all staff.

SOME FACTS One strategy for decreasing the number of lost instructional hours, thereby increasing student achievement, is to use culturally responsive restorative practices in place of exclusionary practices when addressing problematic student behaviors.

The fundamental premise of both restorative practices and cultural responsiveness are similar: to value and honor individuals and the unique background they offer and to strengthen relationships through the increased understanding of each other.

HENRICO COUNTY PUBLIC SCHOOLS Restoration through strengthening relationships

SELF REFLECTION The first step to incorporating CRRP into your classroom is to take a look at the relationships in your classroom. This self-reflection

IMPLICIT BIASES The Perception Institute defines implicit bias this way "We have a bias when, rather than being neutral, we have a preference for (or aversion to) a person or group of people. Thus, we use the term “implicit bias” to describe when we have attitudes towards people or associate stereotypes with them without our conscious knowledge."

In an online Prezi by Christina Marshall, you can take a closer look at how biases are determined or examined and ways to work through certain biases. Check it out by clicking the image below:

H C P S

5

WHERE TO START Everyone has implicit biases, not recognizing them is part of what makes them implicit. Take a few minutes and use this tool to reflect on your own biases and attitudes. https://implicit.harvard.edu/implicit/ takeatest.html The short TED TALK below will help you recognize what we mean by implicit biases and give you an exercise to help you evaluate how they might be incorporated into your classroom.

Poster sessions are particularly prominent at scientific conferences such as medical congresses.

Cultural Considerations for selfexamination: Keep a journal of your journey Define the terms "culture" and "cultural consideration" for yourself Write your cultural history Share your history with a person you respect Videotape yourself with your students, analyze your body language.

For more information see https://uk.sagepub.com/sites/default/files/upmbinaries/53989_anderson_ch_4.pdf

H C P S

HENRICO COUNTY PUBLIC SCHOOLS Restoration through strengthening relationships

CULTURAL COMPETENCE In her book Cultural Competence Now: 56 exercises to help educators understand and challenge bias, racism, and privilege, Vernita Mayfield (ASCD, 2020) points out that there are four main sets of actions that educators need to take to make sure that they are culturally competent. These sets of actions are "Awaken and Assess," "Apply and Act," "Analyze and Align," and "Advocate and Lead."

ead to r ok E bo ER kH this s Clic from ercise r e x fo r mo find e used and uld be your t co taff or tha rs . you team

How to SCCORE: SCCORE can be accomplished if you consider the following: Set goals that align with your school's vision Create a caring community Communicate with stakeholders Organize for learning Rethink, reframe, and redirect conflict Empower for leadership, agency, and activism Information on this page adapted from the book Cultural Competence Now: 56 Exercises to Help Educators Understand and Challenge Bias, Racism, and Privilege by Vernita Mayfield, ASCD, 2020

6

A WORD FROM THE AUTHOR: "...we need educators who can bridge the gulf between the past and the future-culturally competent staff who can help students envision a future that is inclusive and equitable and who can advocate alongside them to create it."

(Mayfield, 2020, p. 182)

ARE YOU

that educator?

Cultural Competence involves a continuum of learning

Advodate and Lead 25%

Analyze and Align 25%

Awake and Assess 25%

Apply and Act 25%

HENRICO COUNTY PUBLIC SCHOOLS Restoration through strengthening relationships

RESPONSIVENESS Studies indicate the nation’s population will continue to grow, not just numerically, but ethnically, racially, and in linguistic diversity and as educators, we will notice this growth in classrooms before others notice it. Given this growing diversity in schools, discipline reforms need to be created to address students who are culturally and linguistically diverse (CLD). In your school, administrators, teachers, students, and families are all critical stakeholders and responsible participants in the development and implementation of culturally responsive practices. While fulfilling different roles, administrators, teachers, students, and families all play vital roles in effective cultural responsiveness.

H C P S

7

Many believe that cultural responsiveness refers to behavior management, and, in part, that is a correct assumption, but being culturally responsive is so much more than that. Laura Pinto (2013) reminds us that being focused only on "bad" behaviors can easily become a selffulfilling prophecy. The focus should be on creating a culture in your classroom where all students feel safe and respected.

School culture, which is guided and established by administrators and teacher leaders, should allow students to feel safe and comfortable enough to share ideas, values, beliefs, and opinions (Fraise & Brooks, 2015).

So what does it mean to be culturally responsive? What does (should) that look like in your classroom?

Cultural responsiveness refers to using the cultural knowledge, prior experiences, and learning styles of diverse students to make learning more engaging and effective.

Graphic retrieved from Google Images, no copyright infringement intended.

HENRICO COUNTY PUBLIC SCHOOLS Restoration through strengthening relationships Learning opportunities should focus on encouraging teachers and other staff members to explore differences that exist in communication styles, expanding the depth of their knowledge of the correlation between behavior and culture, and developing ways to incorporate various student cultures into their teaching (Pas, Larson, Reinke, Herman, & Bradshaw, 2016).

As a teacher, you are tasked with preparing students for life after high school by focusing on the “four Cs."

H C P S

8

When school systems utilize culturally responsive approaches, they are working to create instructional materials that address linguistic, cultural, and experiential background differences. Culturally responsive practices are also grounded in relationships with students and their families. Take 2 quick minutes to see how you can implement this practice:

Critical Thinking, Communication, Collaboration, and Creativity THE

FOUR

CS

OF

EDUCATION

But you are tasked to do so using Cultural Competence and creating a school culture that is CRRP ready:

Tolerant, Respectful,Sensitive to Everyone A

SCHOOL

CULTURE

THAT

IS

CRRP

READY

In today’s classrooms, educators need to address the needs of their students from various cultural and ethical backgrounds, which are often different than their own.

Graphic retrieved from Google Images, no copyright infringement intended.

When administrators and teachers take the time to get to know families within their community, they often learn about the student’s exposure to language, challenges that the child may have experienced when learning language, what behaviors are culturally appropriate, and what the expectations are at home versus school.

They learn other, more personal information about the student as well, such as educational history, strengths, and their interests (Minkos et al., 2017). Once administrators and teachers begin to learn more about their students and their cultural background, not only are their relationships with the student and families strengthened, but family/parent involvement and investment increases.

9

RESPONSIVE VERSUS

NOT RESPONSIVE Culturally Responsive is:

Getting to know your students and what is important to them

Culturally Responsive is not:

Assuming you know your students and what is important to them

Understanding who you are and what your own beliefs are

Pretending to be or understand something you are not

Developing a relationship with students that helps them feel safe, respected and secure

Going through the motions of expected actions without authenticityÂ

H HENRICO COUNTY C PUBLIC SCHOOLS P Restoration through strengthening relationships S School culture changes, such as RESTORATIVE PRACTICES

Restorative Practices (RP), which seek to assist students in understanding behavior expectations while strengthening relationships between individuals and communities, is a viable alternative to punitive discipline practices.

There are numerous means by which student misconduct might be alternatively addressed including Positive Behavior Interventions and Supports (PBIS), Response to Intervention (RTI), Social-Emotional Learning (SEL), and Restorative Practices (RP). When using RP approaches, relationships are the focus, where traditional discipline approaches are not. While not a quick fix, the implementation of a planned approach has shown a significant decrease in suspensions.

10

implementing RP, require commitment, communication, and collaboration from all parties involved, especially teachers.

Furthermore, as stated by González (2012), “...culture change does not happen quickly and a long-term sustainable approach must be taken.

Schools should envision a three to five year implementation plan ...” (p. 304).

The current standing of a building (health, climate and culture) also have a direct and substantial impact on how successful implementing RP will be (Ryan & Ruddy, 2014).

School districts are recognizing that existing practices, such as suspending students, do little to modify behavior and often have negative short and longterm consequences for students. These consequences include use of discipline in biased ways that lead to disproportionately applied disciplinary practices. To remedy this, districts are seeking new ways to approach disciplining students. The short Ted Talk below can give you some ideas on how to do this.

H 11 HENRICO COUNTY C PUBLIC SCHOOLS P Restoration through strengthening relationships As educators, we use data to developS lessons,

CREATING A MINDSET FOR RESTORATIVE PRACTICES

Having a growth mindset involves having the belief that you can change, and that changes can occur through your efforts and practices. It requires overcoming the belief or fixed mindset that things just happen and you can't change them. Educators often have a fixed mindset when it comes to growth, blaming school or student failures on parents, community or student effort rather than taking ownership for their part and working to make things better.

In the book Better Than Carrots and Sticks: Restorative Practices for Positive Classroom Management (Smith, Fisher, and Frey, 2015), discuss a "Welcoming Mindset" that can be developed by paying attention to four things: The front office Adult points of contact Onboarding of new students and staff Obstacles to creating a positive environment They also recommend auditing your discipline practices to develop a truer understanding of your classroom practices through the collected data.

determine strategies, plan units of study, and provide interventions. Why wouldn't we use data to create a welcoming classroom and reduce unwanted behaviors?

Below is an example of a classroom discipline audit.

It was developed from a sample form found in the book. If you completed this audit, what might you find about discipline practices in your classroom?

Would it change how you see your students and their behaviors?

"...the process (mindset change) requires buy-in across the entire school and must relentlessly focus on examining long-held practices (Smith, Fisher & Frey, 2015, p. 133).

H HENRICO COUNTY C PUBLIC SCHOOLS P Restoration through strengthening relationships HOW RESTORATIVE S Restorative Circles:

12

PRACTICES WORK

In the CONNECT PHASE, he points out that there are four tools: Circles, Affective Language, Relationship Agreements, and Emotional Awareness. In this phase, Lott points out that these tools give educators what they need to "proactively support students' needs, establish strong relationships, and foster inviting environments where students feel they belong" (p. 2). He calls this the C.A.R.E. (Circles, Affective language, Relationship agreements, and Emotional Awareness) Plan.

In the CORRECT PHASE, those involved collect (the facts), consider (the feelings of all involved), correct (come up with a solution), and continue (plan for the future) (Lott, 2018, p. 5).

And the final phase, the CONSEQUENCES PHASE, involved determining appropriate consequences for the person responding after a plan has been developed (Lott, 2018, p. 6).

For more details, follow this QR code to the guide or click the image of the guide above.

Another resource for learning about Restorative Practices is the book by Carolyn Boyes-Watson and Kay Pranis called "Circle Forward: Building a Restorative School Community (2015). This book begins by describing the 7 common cores beliefs of Restorative Practices. These beliefs are: 1. The true self, in everyone, is GOOD, WISE & POWERFUL. 2. The world is PROFOUNDLY INTERCONNECTED. 3. All human beings have a DEEP DESIRES to be in a GOOD RELATIONSHIP. 4. All humans have gifts and everyone is NEEDED for what they BRING. 5. Everything we need to bring about positive change is ALREADY HERE. 6. Human beings are HOLISTIC. 7. We need practices to build habits of living from the CORE SELF. After those beliefs are formed and determined, the book offers educators specific types of circles (group activities used to develop relationships and restore those relationships when one person's actions cause a break in the relationship).

Click the picture of the book to see where to get a copy.

Rufus Lott, III (2018) developed a quick reference guide for Restorative Practices which helps educators understand the three phases of the restorative practices model. This guide goes over the CONNECT PHASE, the CORRECT PHASE, and the CONSEQUENCES PHASE.

This image retrieved from Google Images, no copyright infringement intended.Â

What do Circles look like?

Example of Proactive Circle

Example of a Dialogue Circle

13

HENRICO COUNTY PUBLIC SCHOOLS Restoration through strengthening relationships

RESTORATIVE PRACTICES IS MORE THAN JUST CIRCLES: Carolyn Boyes-Watson and Kay Pranis (2015) talk about the use of CIRCLES practice as being a "...key infrastructure of a healthy school community"(p.5), but even they recognize that that it is not the only component of restorative practices. Other components of effective restorative practices include: Using relationship-centered affective language Developing and utilizing classroom-wide relationship agreements Teaching strategies to help students develop emotional awareness (Lott, 2018) If the seven core beliefs mentioned in Boyes-Watson and Pranis' book (2018) aren't built first, circles will not be effective or bring about the desired result of respectful, restorative classrooms.

Facilitation of RP can be divided into informal and formal practices. Within each category, there are several techniques that can be utilized for effective implementation. Informal RP are often used to prevent and manage conflict, especially since schools are focusing on creating a climate that includes “...peacekeeping, peacemaking, and peace building” (Smith, Fisher, & Frey, 2015, p.

84).

H C P S

14

In Informal Restorative Practices, according to the IIRP, there is a restorative practices continuum that moves from informal to formal practices: affective statements, affective questions, small impromptu conversations, circles, and formal conferences.

This image retrieved from Santa Anna Unified School System at https://www.sausd.us/Page/37112

As an educator, you are continually trying to keep up with the academic and social emotional needs of students, which is why it is of utmost importance for you to always be mindful of what and how you are speaking with students. In an effort to foster healthy individual and group dynamics, expressing both positive and negative feelings in a respectful manner, is an imperative first step (Costello et al., 2019).

This image retrieved from Google Images, no copyright infringement intended.

HENRICO COUNTY PUBLIC SCHOOLS Restoration through strengthening relationships

INTERNATIONAL INSTITUTE FOR RESTORATIVE PRACTICES The International Institute for Restorative Practices (IIRP) is an agency developed to promote the ideas of restorative practices and provide resources and supports to schools who have a need and a desire to implement these practices.

Dr. John Bailie, President of IIRP, says that "There are three dimensions of human dignity that are clearly evident within restorative practices scholarship — expressed as three areas of universal human need."

The need to belong The need to have voice The need for agency

For more information on the IIRP and the resources available through them, visit their website here, or see the executive summary by clicking the picture .

H C P S

15

The Restorative Practice Consortium (2017) held a research project that developed a design for effective implementation of Restorative Practices in the classroom. While not allinclusive, the guide above shares a variety of practices and background knowledge, along with some online resources, for you. Click the picture of the guide to go to a document that includes restorative questions, tools for assessing your classroom climate, and scenarios for when to use restorative circles in your classroom.

16

RESTORATIVE VERSUS

NOT RESTORATIVE Restorative practices are:

Restorative practices are not:

Building and sustaining positive relationships

A quick fix

Repairing harm and restoring relationships

Something you do TO students

Helping students become aware of the impact of their actions

A program - they are a process

HENRICO COUNTY PUBLIC SCHOOLS Restoration through strengthening relationships

BRINGING IT TOGETHER Integrating cultural responsiveness as part of restorative practices, is yet another strategy that can be utilized as part of behavior management. The practice of seeking to understand the diverse backgrounds and cultures of students empowers educators to address negative behaviors by first understanding the individual and what may be influencing those behaviors or the educator’s interpretation of them. While restorative practices and cultural responsiveness have proven to be effective, the combination of both may strengthen the way in which you manage your students and the behaviors they exhibit.

HCPS Resources To access resources shared by the Office of Equity, Diversity and Opportunity, please access theEquity, Diversity and Opportunity Schoology Group using this access code:Â C9VX4389-DZVVT

This image retrieved from Google Images, no copyright infringement intended

H C P S

17

Henrico County Public Schools strive to create classrooms where all students are respected for their individualism. Using restorative practices through the lens of cultural responsiveness is the key to developing those types of classrooms.

Beginning with self-reflection of one's thoughts and biases, followed by developing a sense of cultural responsiveness for ALL people, combined with learning the components and strategies of restorative practices is how this can be accomplished.

Many resources have already been developed for HCPS, but networks of teachers talking or virtually "chatting" with each other about common challenges and successes would continue developing the process. HCPS encourages teachers to reach out through the available online platforms and begin productive discussions about the effective implementation of Culturally Responsive Restorative Practices.

HENRICO COUNTY PUBLIC SCHOOLS Restoration through strengthening relationships

TERMS YOU SHOULD KNOW These terms were crafted by Dr. Monica Manns of HCPS and reveiwed by the Diversity subcommittee of the Equity and Diversity Advisory Council (EDAC) and are are now accepted as the HCPS Office of Equity, Diversity and Opportunities definitions.

Access. Access creates the necessary conditions so that students, parents and staff organizations who are eligible, have the ability to use the services, facilities, programming and employment opportunities.

Affinity Group. Affinity groups are groups of people who share a common interest. These entities can support organizational and business objectives by serving as liaisons between a company and the community.

Ally. An ally is a person of one social identity group who stands up in support of members of another group; typically member of dominant identity advocating and supporting a marginalized group.

Bias. Bias can be defined as an inclination of temperament or outlook, especially a personal and sometimes unreasonable judgment often premised on their lived experience (frame).

Color-blind. The assertion that one does not see color but rather sees everyone the same. While on the surface this seems positive, it actually invalidates people’s racial identities and their lived experience.

Confirmation Bias. Confirmation Bias is favoring ideas that confirm our existing beliefs and what we think we know about people, situations and things.

H C P S

18

Content integration. Content integration employs the use of different approaches that work to integrate content about racial, ethnic, and cultural groups into the curriculum (contributive, additive). Content integration deals with the extent to which teachers use examples and content from a variety of cultures and groups to illustrate key concepts, principles, generalizations, and theories in their subject area or discipline.

The infusion of ethnic and cultural content into a subject area is logical and not contrived when this dimension is implemented properly.

Cultural norms. Cultural norms are the standards a person professes to live by. They are learned and reinforced from parents, friends, teachers and others while growing up in their cultural context.

Culturally Responsive Educator. A culturally responsive educators are those that embody Culturally Responsive Teaching beliefs presented by Z. Hammond (2015), engages in the cultural supportive actions presented by McGhee and Banks (1994; 1995) as well as recognizes the importance of intentionally situating students' and their parents cultural frame of references within all aspects of school culture (Ladson-Billings,1994; McGhee and Banks, 1995).

Cultural Humility. Given the complexity of multiculturalism, it is beneficial to understand cultural competency as a process rather than an end product; subsequently, it is important to have an interpersonal stance that is other-oriented in relation to garnering ongoing knowledge about a persons’ expansive cultural identity.

HENRICO COUNTY PUBLIC SCHOOLS Restoration through strengthening relationships

TERMS YOU SHOULD KNOW Counternarrative. A counternarrative is the identification and recognition that another person has a divergent perspective, based on their frame of reference.

Daring Dialogue. Daring dialogue is the use of norms and protocols to support the engagement in conversations necessary to make progress on difficult subjects such as race, racism, ethnicity, and privilege.

It is bidirectional, not zero‐sum and may or may not end in agreement.

Dialogue can be emotional and uncomfortable, but is safe, respectful and has greater understanding as its goal.

Discrimination. Discrimination the unjust or prejudicial treatment of different categories of people or things, especially on the grounds of race, cultural norms, age, sex, religion and sexuality.

Diversity. Diversity understands that each student brings unique experiences, strengths, and ideas to enrich learning within our classrooms. These differences can be along dimensions of race, ethnicity, sexual orientation, gender, socioeconomic status, age, ability, religion (religious), personal beliefs, or other ideologies.

H C P S

19

Educational Equity. The work of equity is to ensure ALL students are given opportunities to achieve their educational potential and eliminate educational barriers based on gender, race/ethnicity, national origin, color, disability, age, native language or other protected group status.

Equality. Equality is the evenly distributed access to resources and opportunity necessary for a safe and healthy life; uniform distribution of access that may or may not result in equitable outcomes.

Empowering School Culture. Empowering school culture are the acts that address the equity of a school programming and social structure, in other words, looking at the overall school culture to see how to make it more equitable.

Equity Pedagogy. Equity pedagogy is having the teachers change their methods to enable kids from diverse racial groups and both genders to achieve comparable success.

Frame of Reference (cultural context). Every person in the world has a frame of reference.

This frame of reference is made up of a persons’ beliefs, assumptions, values, feelings, judgments, emotions, advice, moods, thoughts, biases, and stress levels at any given moment.

Inclusion. Inclusion actively seeks out, embraces, offering outward encouragement of difference, and recognizes the importance of having divergent ways to approach and solve problems.

In-Group Bias. In-Group Bias refers to the unfair favouring of someone from one’s own group.

H 20 HENRICO COUNTY C PUBLIC SCHOOLS P Restoration through strengthening relationships Sof programs, Opportunities. Opportunities are a set TERMS YOU SHOULD KNOW Intersectionality. Intersectionality acknowledges the interconnected nature of social categorizations such as race, class, and gender as they apply to a given individual or group, regarded as creating overlapping and interdependent systems of discrimination or disadvantage.

Knowledge construction. Knowledge construction brings content about ethnic and cultural groups from the margin to the center of the curriculum. It helps students to understand how knowledge is constructed and how it reflects the experiences, values, and perspectives of its creators (transformative).

Knowledge Construction is not only the intentional promotion of multicultural teaching but has the expectation that the lessons or activities will change the ways in which teachers and students view and interact with knowledge, helping them to become knowledge producers, not merely the consumers of knowledge produced by others.

Microaggression. Microaggression is a comment or action that subtly and often unconsciously or unintentionally expresses a prejudiced attitude toward a member of a marginalized group (such as a racial minority).

funds, circumstances, etc. that allow marginalized student access, and breaks down barriers, to assist them with reaching their full potential.

Paradigm. A paradigm is a set of rules & regulations (some of which are unwritten) that establish boundaries and tells you how to be successful within the boundaries. Schools often adhere to a color-blind (see definition above) paradigm.

Prejudice. Prejudice is having preconceived judgment or opinion, often adverse, without just grounds or before sufficient knowledge unfolds; this includes irrational attitudes of hostility directed against an individual, group, a race, or their supposed characteristics.

Prejudice Reduction (Social Justice). Prejudice reduction are lessons that include the acquisition of knowledge to make reflective decisions and opportunities to take personal, social, and civic action. Prejudice reduction believes that it is a necessity to promote actions because it supports their development of personal and civic efficacy.

Privilege. Privilege is an unearned benefit, right or advantage one receives in society by nature of their abilities and identities.

(Cultural) Representation. Cultural representations can be positive or negative, but from the perspective of the dismantling structural racism analysis, too often cultural representations depict people of color in ways that are dehumanizing, perpetuate inaccurate stereotypes, and have the overall effect of allowing unfair treatment within the society as a whole to seem fair, or ‘natural.’

Cultural theorist Stuart Hall describes representation as the process by which meaning is produced and exchanged between members of a culture through the use of language, signs and images which stand for or represent things (Hall, 1997).

HENRICO COUNTY PUBLIC SCHOOLS Restoration through strengthening relationships

TERMS YOU SHOULD KNOW Race. Race is a socially constructed attribute that is a social phenomenon premised on a person’s skin color.

Racism. Racism (derived from race) is a system of privileged discourses and discriminatory institutional practices, which acts upon our individual perceptions of reality. The act of engaging in these discriminatory practices also fall within the context of racism and consist of individuals who believe that all members of each race possess characteristics or abilities specific to that race, especially so as to distinguish it as inferior or superior to another race or races.

Stereotype. Stereotype is the positive or negative set of beliefs held by an individual about the characteristics of a certain group.

Socioeconomic status (SES). SES is the social standing or class of an individual or group. It is often measured as a combination of education, income and occupation.

Systemic Racism. Systemic racism and structural racism are synonymous. If there is a difference between the terms, it can be said to exist in the fact that a structural racism analysis pays more attention to the historical, cultural and social psychological aspects of our currently racialized society.

H C P S

21

Tolerance. Tolerance is the acceptance and open� mindedness to different practices, attitudes and cultures; does not necessarily connote agreement with the differences.

Unconscious Bias. Unconscious bias is the implicit association, whether about people, places, or situations, which are often based on mistaken, inaccurate, or incomplete information and include the personal histories we bring to the situation.

Workforce Diversity. Workforce diversity refers to ways in which people in a workforce are similar and different from one another. In addition to the characteristics protected by law, other similarities and differences commonly cited include background, education, language skills, personality, sexual orientation, and work role.

Xenophobia. Xenophobia has a fear or hatred of foreigners; associated with the hostile reception given to those who immigrate into societies and communities. It could result from a genuine fear of strangers, or it could be based on things such as competition for jobs, or ethnic, racial or religious prejudice.

This image retrieved from Google Images. No copyright infringement intended.

HENRICO COUNTY PUBLIC SCHOOLS Restoration through strengthening relationships

REFERENCES Alexander, Valerie (October 22, 2018) How to Outsmart Your Own Unconscious Bias | Valerie Alexander 2018. Retrieved from https://www.youtube.com/watch?v=GPcqFLS8Q4

H C P S

Fronius, T., Persson, H., Guckenburg, S., Hurley, N., & Petrosino, A. (2016). Restorative Justice in US Schools: A Research Review. WestEd. Gandbhir, Geeta and Peltz, Perri. (January 18, 2017). Ted Talk LIVE Short - Unconscious Bias.

Retrieved from

Amstutz, L. S., & Mullet, J. H. (2015). The little book of restorative discipline for schools: Teaching responsibility, creating caring climates. New York, NY: Good Books.

Boyes-Watson, C., & Pranis, K. (2015). Circle forward: Building a restorative school community. Living Justice Press.

Costello, B., Wachtel, J., & Wachtel, T. (2019).

The restorative practices handbook: For teachers, disciplinarians and administrators.

Bethlehem, PA: International Institute for Restorative Practices.

https://www.youtube.com/watch? v=rspZv2a0Pp8 González, T. (2012). Keeping kids in schools: Restorative justice, punitive discipline, and the school to prison pipeline. Journal of Law & Education, 41(2), 281–335.

Hall, S. (1997). The work of representation.

Representation: Cultural representations and signifying practices, 2, 13-74.

Hammond, Z. (2014). Culturally responsive teaching and the brain: Promoting authentic engagement and rigor among culturally and

Davis, F. (2019). The little book of race and restorative justice. New York, NY: Good Books.

Englehard Elementary School. (2019, December, 12). Demonstration of a “proactive circle” by students at Englehard Elementary.

Retrieved from https://www.youtube.com/watch? v=bkcTlj6J9S4 Edutopia. (2014, July, 4). Using dialogue circles to support classroom management.

Retrieved from https://www.youtube.com/watch? v=qTr4v0eYigM Fraise, N. J., & Brooks, J. S. (2015). Toward a theory of culturally relevant leadership for school-community culture. International Journal of Multicultural Education, 17(1), 621.

linguistically diverse students. Corwin Press.

Klasovsky, J. [Jean Klasovsky]. (2013, November, 13). Repairing our schools through restorative justice: Jean Klasovsky at TEDxWellsStreetED. Retrieved from https://www.youtube.com/watch? v=tqktOiYG5NM Knight, D., & Wadhwa, A.(2014). Expanding opportunity through critical restorative justice: Portraits of resilience at the individual and school level. Schools: Studies in Education, 11(1), 14-16.

Ladson-Billings, G. (2006). From the achievement gap to the education debt: Understanding achievement in US schools. Educational researcher, 35(7), 3-12.

22

HENRICO COUNTY PUBLIC SCHOOLS Restoration through strengthening relationships

REFERENCES Lillard, D. (2017). Understanding the purpose of restorative practices for schools: a new zealand perspective.

H C P S

Pinto, L. E. (2013). From discipline to culturally responsive engagement: 45 classroom management strategies. Corwin Press.

Restorative Practice Consortium (2017). The

Lott, Rufus, III. (2018). Restorative practices: An outside-the-box approach to building and sustaining relationships in schools. National Professional Resources, Inc.

Restorative Practices Resource Project: Tools

Manassah, T., Roderick, T., & Gregory, A. (2018). A promising path toward equity: Restorativecircles develop relationships, build community, and bridge differences.

LearningProfessional, 39(4), 36–40.

65_ad7507e9e2474f8aaa3b903afcb1ecf7_2.pdf

and Successful Practices for Restorative Schools Supporting Student Achievement and Well Being. Ontario, Canada. Retrieved from: https://www.iirp.edu/images/pdf/ObqnNj_38e9

Marshall, Christina (March 27, 2015).

Examining biases through self-reflection.

Prezi. Retrieved from: https://prezi.com/y7gwp2vqyp3t/examiningbiases-through-self-reflection/ Mayfield, V. (2020). Cultural competence now: 56 exercises to help educators understand and challenge bias, racism, and privilege. ASCD. McGee Banks, C. A., & Banks, J. A. (1995).

Equity pedagogy: An essential component of multicultural education. Theory into practice, 34(3), 152-158.

Minkos, M. L., Sassu, K. A., Gregory, J. L., Patwa, S. S., Theodore, L. A., & Femc-Bagwell, M. (2017). Culturally responsive practice and the role of school administrators. Psychology in the Schools, 54(10), 1260-1266.

Ryan, T. G., & Ruddy, S. (2015). Restorative justice: a changing community response. International Electronic Journal of Elementary Education, 7(2), 253–262.

Smith, D., Fisher, D., & Frey, N. (2015). Better than carrots or sticks: Restorative practices for positive classroom management. ASCD. Staff, I. (2019). What is restorative practices? [online] IIRP.edu. Available at: https://www.iirp.edu/restorativepractices/what-is-restorative-practices [Accessed 17 Aug. 2019].

Thorsborne, M., & Blood, P. (2013). Implementing restorative practices in schools: A practical guide to transforming school communities. Jessica Kingsley Publishers.

Vaandering, D. (2010). The significance of critical theory for restorative justice in education. The Review of Education, Pedagogy, and Cultural Studies, 32(2), 145-176.

Pas, E. T., Larson, K. E., Reinke, W. M., Herman, K. C., & Bradshaw, C. P. (2016).

Implementation and acceptability of an adapted classroom check-up coaching model to promote culturally responsive classroom management. Education and Treatment of Children, 39(4), 467-491.

23