Restorative justice in preservice teacher education in Canada: a tool to facilitate healing and actively help mitigate violence
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This article explores strengths and challenges of integrating restorative justice pedagogies into preservice teacher education programs at two universities in southern Ontario, Canada. Teaching for peace and conflict transformation offers a transformative approach to education that centres relationship building, shared accountability, and holistic understanding. Restorative justice in education also addresses issues of scholasticide, by advocating for trauma-informed, contextually relevant, and bottom-up community engagement and peacebuilding. Such pedagogies can transform educational environments and curate conditions for overcoming conflict and facilitating peace in local schools and communities. Using a duoethnographic methodology and critical race theory, the study examines experiences of two professors of color who taught restorative justice courses and how their students navigated the course material and built relationships with peers, while sometimes misinterpreting or resisting restorative justice’s underlying ideologies. Implications for international contexts are discussed, with an emphasis on the potential for restorative practices to facilitate healing from traumatic events.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it