Document Type
Article
Publication Date
2023
Journal Title
International Journal of Teaching and Learning in Higher Education
Volume Number
35
Issue Number
2
First Page
245
Last Page
257
Version
Publisher PDF: the final published version of the article, with professional formatting and typesetting
Abstract
Restorative justice (RJ) is a philosophy and set of practices that center harms and needs. Within a classroom setting, an RJ pedagogical approach invites a process of shared learning that attends to critical issues of equity, power, and voice. Utilizing an autoethnographic approach, this manuscript includes critical reflections from three faculty members from diverse disciplines and positionalities about the use of RJ approaches to teaching in our respective classrooms. This paper includes discussion about the intersection of RJ with critical pedagogy, power differentials, and pragmatic issues of classroom structure learning design.
Original Publication Citation
McMahon, S., Ahmed, Z., & Bemiller, M. (2023). Restorative pedagogy to build community in the classroom: Autoethnographic reflections from faculty. International Journal of Teaching and Learning in Higher Education, 35(2), 245–257.https://www.isetl.org/ijtlhe/pdf/IJTLHE4406.pdf
Digital USD Citation
McMahon, Sheila; Ahmed, Zara; and Bemiller, Michelle, "Restorative Pedagogy to Build Community in the Classroom: Autoethnographic Reflections from Faculty" (2023). School of Leadership and Education Sciences: Faculty Scholarship. 71.
https://digital.sandiego.edu/soles-faculty/71