RESTORATIVE JUSTICE AND THE EQUITY MATRIX: BRIDGING THE DISCIPLINE GAP
Date
2024-09-18
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
ORCID
0009-0003-2040-108X
Type
Thesis
Degree Level
Doctoral
Abstract
This research study aimed to examine current school discipline practices and offer a potential solution for creating more equitable discipline systems. Specifically, it explored the effectiveness of an Equity Matrix tool designed by Van Hesteren (2018), which is grounded in culturally responsive, anti-oppressive practices. The study aimed to determine if the Equity Matrix tool can be used to anticipate and respond to the causes of students’ challenging behaviour. The work was guided by the following research questions: 1) How can school leaders address inequities that students experience with school discipline? 2) What is the experience of school leaders with addressing the root cause of inequities in school discipline? 3) What is the experience of school leaders with the Equity Matrix as a tool for responding to student discipline? 4) How can the Equity Matrix make school leaders’ response to student discipline restorative?
The project used Critical Participatory Action Research (CPAR), an approach that allows those who experienced the issue to be the main participants in solving the issue. This approach was impactful because it allowed me to work with school leaders as they gathered data and used the findings and subsequent research cycles to carry out context-specific professional development and improve practice. Another benefit of CPAR is that it can impact change within as little as one school year. The data collected was from interviews and focus group discussions. These participants were school leaders who had relevant experience and knowledge of school discipline policies and practice.
Findings revealed that the Equity Matrix tool was impactful because it enabled participants to view school discipline through another paradigm and also helped remove barriers for students who were falling through the cracks. There was significant shift for school leaders who reframed their thinking from a deficit orientation blaming students’ character or their families to taking responsibility by adjusting factors within the school environment that were not traditionally considered to support students’ academic achievement. On a larger scale this study increased students’ sense of psychological safety and belonging, contributing to an overall positive school environment.
This research provided a framework that addressed the existing challenges within school discipline and advocated for a restorative approach using the Equity Matrix tool. It also provided a powerful approach to school discipline that supported equity, fairness, and student well-being. This study supported the need for Anti-Racist/Anti-Oppressive Administrative Procedures to be developed in Saskatchewan. It also highlighted the need for school division discipline policies to be revised from punitive to restorative. The Equity Matrix tool is a practical solution in addressing systemic inequities that marginalized learners experience and demonstrated potential in closing the achievement gap for all learners.
Description
Keywords
anti-racist policy, restorative justice, equity, critical race theory, school discipline, neuroleadership
Citation
Degree
Doctor of Philosophy (Ph.D.)
Department
Educational Administration
Program
Educational Administration