Fomentar la comunidad, compartir el poder: Lecciones para construir culturas escolares de justicia restaurativa

Autores/as

  • Talia Sandwick The Graduate Center, City University of New York
  • Josephine Wonsun Hahn New York City Mayor’s Office of Criminal Justice
  • Lama Hassoun Ayoub Center for Court Innovation

DOI:

https://doi.org/10.14507/epaa.27.4296

Palabras clave:

justicia restaurativa, cultura escolar, disciplina escolar, seguridad escolar, disciplina positiva

Resumen

Cada vez más, los formuladores de políticas educativas recomiendan la justicia restaurativa como una forma de interrumpir la “pipelinede la escuela a la prisión”, que impacta desproporcionadamente a los estudiantes por raza, sexualidad y discapacidad. Los investigadores sugieren que la justicia restaurativa disminuye la suspensión y los incidentes de comportamiento, al tiempo que mejora el clima escolar, particularmente cuando se adopta como un espíritu de toda la escuela, no como una estrategia disciplinaria. Este artículo presenta los resultados de estudios de caso de cinco escuelas diversas de Nueva York que utilizan enfoques de justicia restaurativa. Basándose en datos cualitativos de entrevistas y grupos focales con educadores, estudiantes, padres y agentes de seguridad escolar, nuestros hallazgos brindan información sobre prácticas y recursos clave, percepciones de las partes interesadas y estrategias para construir justicia restaurativa holística en toda la escuela. Presentamos una serie de “lecciones” para informar la práctica y la política de justicia restaurativa, subrayando la importancia de la construcción de la comunidad, recursos e infraestructura deliberados, interrogando dinámicas de poder localizadas y sistémicas, y elevando el liderazgo estudiantil.

 

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Biografía del autor/a

Talia Sandwick, The Graduate Center, City University of New York

Talia Sandwick is a Ph.D. candidate in Critical Psychology at The Graduate Center, City University of New York (CUNY), and a researcher at the Center for Court Innovation. She has been engaged in collaborative, social justice research for over a decade in the realms of education and criminal justice. She is particularly interested in how participatory approaches to research may contribute to the democratization of knowledge production and the creation of more genuinely “public” policy. She lives in Brooklyn and is a proud auntie to Bennett and Georgia.

Josephine Wonsun Hahn, New York City Mayor’s Office of Criminal Justice

Dr. Josephine Wonsun Hahn is a research director at the NYC Mayor’s Office of Criminal Justice, where she oversees research related to racial disparities, neighborhood safety, legitimacy, and diversion and reentry. Previously, she was a senior researcher at the Center for Court Innovation (CCI), and before that, a researcher at the Vera Institute of Justice. Dr. Hahn holds a B.A. from Princeton University, an M.P.H. from the University of Medicine and Dentistry of New Jersey in Newark (now Rutgers School of Public Health), and a Doctor of Science from the Harvard School of Public Health.

Lama Hassoun Ayoub, Center for Court Innovation

Lama Hassoun Ayoub is deputy research director at the Center for Court Innovation. She leads research studies related to school safety, youth violence, and community supervision. She is currently Principal Investigator of a comprehensive mixed-methods study of school safety, security, climate and discipline in New York City; a randomized controlled trial evaluating restorative practices in Brooklyn; and co-leads a quasi-experimental evaluation of neighborhood-oriented probation. She enjoys working closely with communities as well as practitioners in criminal justice, education, and public health. She received her graduate degree from Harvard University.

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Publicado

2019-11-18

Cómo citar

Sandwick, T., Hahn, J. W., & Hassoun Ayoub, L. (2019). Fomentar la comunidad, compartir el poder: Lecciones para construir culturas escolares de justicia restaurativa. Archivos Analíticos De Políticas Educativas, 27, 145. https://doi.org/10.14507/epaa.27.4296

Número

Vol. 27 (2019)

Sección

Articles