Attendees participate in a restorative justice activity at Dr. Parker-Shandal's book launch in 2023.
[Editor’s Note: This year’s annual report focuses on building inclusive communities. Many of our faculty are engaged in research in this area. Dr. Crystena Parker-Shandal’s work in particular looks at Restorative Justice and how it can be applied within our classrooms. What follows is a bit about her work and some additional resources.]
By Crystena Parker-Shandal, Associate Professor, Social Development Studies
Restorative Justice in Education (RJE) is critical for fostering equity and community building across various settings—whether in schools, universities, healthcare, or workplaces. My work has primarily focused on K-12 schools in Ontario, where I examine how RJE practices can transform school environments by emphasizing relationships, accountability, and inclusivity over punitive approaches.
Consider a child who acts out in class, but whose behaviour is rooted in their adverse experiences at home. This child may be seeking attention or an outlet for their pain. In my recent book, I share vignettes from my ethnographic research that show how children are often “hurting out” when they are supposedly “acting out.” Traditional disciplinary measures, such as suspensions, rely on punitive, carceral logics that fail to address the underlying issues. Instead, we need to approach these situations with empathy and support, recognizing that these young people are seeking connection and care. This principle applies across disciplines and contexts—empathising with people who are calling out for relational connection is crucial to building healthier communities. However, these efforts must be integrated with anti-racist and anti-capitalist principles to truly promote human flourishing.
By implementing RJE frameworks, educators can create spaces where all voices are heard, conflicts are addressed constructively, and a sense of community is nurtured. This approach dismantles power imbalances and systemic barriers that frequently marginalize racialized students and those from lower socio-economic or other marginalized backgrounds.
A teacher professional development session led by the School Principal at Oak Creek Public School in the Waterloo Region District School Board, based on Dr. Parker-Shandal’s book and podcast, June, 2024.
The benefits of RJE as a method of dispute resolution are multifaceted. It shifts the focus from punishment to healing and learning, encouraging participants to take responsibility for their actions and understand the impact on others. This process promotes empathy, self-reflection, and conflict-resolution skills, which are crucial for personal and social development. Beyond resolving conflicts, RJE contributes to building a more connected and engaged community by nurturing a culture of mutual respect and support.
Ultimately, I hope to see RJE become a foundational component of educational practice, creating more equitable learning environments and empowering students to become agents of change within their communities. Many school boards across Canada are implementing with restorative justice in their schools. It’s my hope that this research can contribute to shaping future educators and change-makers.
Resources:
Parker-Shandal, C. A. H. (2022). Restorative justice in the classroom: Liberating students’ voices through relational pedagogy. New York, NY: Palgrave Macmillan.
Podcasts: