Dissertations, Theses, and Capstone Projects
Date of Degree
6-2024
Document Type
Dissertation
Degree Name
Ph.D.
Program
Urban Education
Advisor
Terri N. Watson
Committee Members
Juan Battle
Sherry Deckman
Subject Categories
Other Education
Keywords
Restorative Justice, Teacher Perceptions, New York City Schools, Discipline
Abstract
The purpose of this study is twofold. First, it examines how teachers of different racial identities and at different points in their careers perceive the impact of restorative justice practices in select New York City public schools. Disciplinary Power Theory, Restorative Justice Theory, and Critical Race Theory are used as theoretical frameworks. In semi-structured interviews with 12 New York City high school teachers, participants will provide their own understandings of restorative justice. Second, participants will discuss the impact of school-based restorative justice work. This data will be analyzed for overall participant perception of restorative justice followed by an analysis of how restorative justice is perceived by participants of different racial identities and at different points in their career(s). Last, based on the findings, New York City Department of Education’s use of restorative justice is critiqued and recommendations are made for future implementation of restorative justice.
Recommended Citation
Pew, Brian, "Teacher Perceptions of Restorative Justice Practices in New York City Schools" (2024). CUNY Academic Works.
https://academicworks.cuny.edu/gc_etds/5878
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