Building and sustaining restorative schools : centring relationships,participation and community

Abstract

This thesis explores restorative approaches as a relational and community building philosophy within schools. It contains four chapters: a systematic literature review (SLR), an ethical and methodological critique, an account of an empirical research project, and a reflection on the personal and professional implications of conducting this research. Chapter 1: In what ways do restorative approaches influence relationships within a secondary school community? This SLR explores how restorative approaches may influence relationships within a secondary school community. The review adopts a meta-ethnographic approach to synthesising selected papers, in keeping with the review’s constructionist philosophical stance. A total of eight studies were included in this review, including from the UK, USA, New Zealand, and Peru. The third-order constructs identified highlighted that relationships are influenced by the creation of an environment of co-construction, alongside space for human encounters. The review also highlighted that these spaces are nested within a wider contextual environment, and as such consideration of socio-historical cultural context was key. In short, restorative approaches must be enacted in a way that considers the relational experiences that occur beyond the school gates. Finally, the review also highlighted that within relationships there existed a shifting balance of power between old, traditional operations of hierarchical power and more egalitarian structures. The review therefore highlighted that restorative approaches have the propensity to transform relationships, however, critical consideration should be paid to the role of power and the socio-cultural context beyond the school. Chapter 2: An ethical and methodological critique This chapter offers an ethical and methodological critique of the research process outlined in chapter three. This includes a reflection on my personal experiences and motivations which in turn formed the axiological stance of this research. The philosophical stance of this project, social constructionism, is outlined including how it has influenced key tenets of this project. This chapter also offers a critique of the methodological approach of this study, participatory action research, particularly the notion that under the guise of participation, the epistemic privilege of the researcher is maintained. To consider this paradox, the chapter considers and reconceptualises the construct of power and its role within this project. Chapter 3: How are restorative school communities built and maintained? A participatory action research project with one primary school. The purpose of this research was to explore the ways in which restorative school communities may be built and maintained. The research adopted a participatory action research methodology with three staff members from a small primary school. The research took place over four cycles of reflection, research, and action, which were analysed using Reflexive Thematic Analysis. Findings highlighted that restorative approaches are best constructed as a philosophy over a programme, that centres on participation, curiosity, and community. They also highlighted the importance of creating spaces; for co-construction and reflection. Finally, the findings suggested that a restorative school community is one that appreciates the centrality of all relationships within school communities, whether this is in forging connections or in rupture and repair. Within this theme, it was suggested that schools must foster professional belonging amongst all staff, in doing so acknowledging that one fundamental way to maintain restorative approaches is to approach relationships with staff restoratively. This chapter concludes by exploring implications, for both educationalists and EPs working with educationalists. Chapter 4: A personal and professional reflection This chapter explores the personal and professional implications of conducting this research, considering particularly the implications for my ongoing practice as a TEP. It also considers how the research process challenged me to embrace uncertainty as an agent for transformation and change. This chapter considers the way in which social constructionism may encourage day-to-day practice that centres uncertainty as a conduit for collaboration and collective meaning-making. The ways in which restorative approaches can be conceptualised as ‘small acts of resistance’ is also explored, by considering the role of relationality, reflection and co-construction within a system where these are not prioritised. In drawing parallels between research and practice, the sustaining possibilities of relationality, reflection and co-construction in practice are also considered, before questioning to what extent these can also be considered ‘acts of resistance’ when working in systems that are time and resource pressured.