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Restorative Justice: A Model of School Violence Prevention

Received: 2 February 2018     Accepted: 24 February 2018     Published: 29 March 2018
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Abstract

Restorative Justice (RJ) represents a holistic and humane alternative to punitive measures traditionally used in schools. The goal of RJ is to bring affected parties together following a conflict in order to identify a shared solution for reparation of damages. RJ has demonstrated effectiveness in reducing recidivism and improving community relations. The objective of the present study was to identify elements of RJ in middle school programs and curricula in Mexico. A documentary study was developed and implemented using a checklist as the primary data-collecting instrument. Results indicate the presence of some RJ principles in the curriculum of middle schools in Mexico. The findings suggest that while the principles of RJ are taught, essential components of RJ and school democratization are lacking, such as active student participation in conflict resolution and rule elaboration and school organization.

Published in Science Journal of Education (Volume 6, Issue 1)
DOI 10.11648/j.sjedu.20180601.15
Page(s) 39-45
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2018. Published by Science Publishing Group

Keywords

Restorative Justice, Curriculum, School Violence, Peace

References
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Cite This Article
  • APA Style

    Martha Frias-Armenta, Juan Carlos Rodríguez-Macías, Víctor Corral-Verdugo, Joaquín Caso-Niebla, Violeta García-Arizmendi. (2018). Restorative Justice: A Model of School Violence Prevention. Science Journal of Education, 6(1), 39-45. https://doi.org/10.11648/j.sjedu.20180601.15

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    ACS Style

    Martha Frias-Armenta; Juan Carlos Rodríguez-Macías; Víctor Corral-Verdugo; Joaquín Caso-Niebla; Violeta García-Arizmendi. Restorative Justice: A Model of School Violence Prevention. Sci. J. Educ. 2018, 6(1), 39-45. doi: 10.11648/j.sjedu.20180601.15

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    AMA Style

    Martha Frias-Armenta, Juan Carlos Rodríguez-Macías, Víctor Corral-Verdugo, Joaquín Caso-Niebla, Violeta García-Arizmendi. Restorative Justice: A Model of School Violence Prevention. Sci J Educ. 2018;6(1):39-45. doi: 10.11648/j.sjedu.20180601.15

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  • @article{10.11648/j.sjedu.20180601.15,
      author = {Martha Frias-Armenta and Juan Carlos Rodríguez-Macías and Víctor Corral-Verdugo and Joaquín Caso-Niebla and Violeta García-Arizmendi},
      title = {Restorative Justice: A Model of School Violence Prevention},
      journal = {Science Journal of Education},
      volume = {6},
      number = {1},
      pages = {39-45},
      doi = {10.11648/j.sjedu.20180601.15},
      url = {https://doi.org/10.11648/j.sjedu.20180601.15},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20180601.15},
      abstract = {Restorative Justice (RJ) represents a holistic and humane alternative to punitive measures traditionally used in schools. The goal of RJ is to bring affected parties together following a conflict in order to identify a shared solution for reparation of damages. RJ has demonstrated effectiveness in reducing recidivism and improving community relations. The objective of the present study was to identify elements of RJ in middle school programs and curricula in Mexico. A documentary study was developed and implemented using a checklist as the primary data-collecting instrument. Results indicate the presence of some RJ principles in the curriculum of middle schools in Mexico. The findings suggest that while the principles of RJ are taught, essential components of RJ and school democratization are lacking, such as active student participation in conflict resolution and rule elaboration and school organization.},
     year = {2018}
    }
    

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    Y1  - 2018/03/29
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    AB  - Restorative Justice (RJ) represents a holistic and humane alternative to punitive measures traditionally used in schools. The goal of RJ is to bring affected parties together following a conflict in order to identify a shared solution for reparation of damages. RJ has demonstrated effectiveness in reducing recidivism and improving community relations. The objective of the present study was to identify elements of RJ in middle school programs and curricula in Mexico. A documentary study was developed and implemented using a checklist as the primary data-collecting instrument. Results indicate the presence of some RJ principles in the curriculum of middle schools in Mexico. The findings suggest that while the principles of RJ are taught, essential components of RJ and school democratization are lacking, such as active student participation in conflict resolution and rule elaboration and school organization.
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Author Information
  • Psychology Department, University of Sonora, Hermosillo, Mexico

  • Institute of Research and Educational Development, University of Baja California, Ensenada, Mexico

  • Psychology Department, University of Sonora, Hermosillo, Mexico

  • Institute of Research and Educational Development, University of Baja California, Ensenada, Mexico

  • Institute of Research and Educational Development, University of Baja California, Ensenada, Mexico

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