Date of Award
Spring 4-9-2024
Degree Type
Restricted Access Capstone
Degree Name
Doctor of Education (EdD)
Department
Education
First Advisor
Dr. Pamela Fenning
Abstract
Schools are entrusted with preparing students for postsecondary success; however, they were not designed to achieve this ambitious goal for all children. A retrofit was required because African American students were not considered in the original blueprint for public education. These students are often seen as less essential, and this antiblackness mentality is evident in the disproportionate discipline policies, procedures and practices that funnel thousands of African American students into the school-to-prison pipeline. The culprit behind this centuries-old problem, often dismissed, is the multifaceted nature of systemic racism. Inequity remains despite schools utilizing evidence-based practices, excellent curricula, and allocating resources to school-based clinical services. This author posits that schools should prioritize the teacher-student relationship by integrating professional learning and restorative practices (RP) circles. The process must begin with staff development before utilizing circles to promote communication, build trust, and connect with students. Humans are wired for relationships – they are vital for our overall well-being. Nevertheless, this fact is often overlooked. An adaptable implementation plan including a capacity-building professional learning framework is proposed. Because the writer is an employee of a state agency, this plan serves as one example of how professional learning and circles can be integrated, considering the uniqueness of schools.
Recommended Citation
Lane, L.,
&
Lane, L. L.
(2024).
BREAKING THE CYCLE: THE POWER OF PROFESSIONAL LEARNING AND RESTORATIVE CIRCLES TO PROMOTE EQUITY AND HEALING FROM HARMFUL DISCIPLINARY PRACTICES WITH AFRICAN AMERICAN STUDENTS.
Retrieved from: https://ecommons.luc.edu/luc_soecap/7
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.
