Education 6463 (3 credit hours)

Relationships First: Rethinking Educational Engagement

Faculty of Education
Memorial University of Newfoundland
Dr. Dorothy Vaandering
CONTACT: Office E5025; 864-3266 (T) ; dvaandering@mun.ca

COURSE DESCRIPTION
Relationships First: Rethinking Educational Engagement examines the fundamental principles and
practices of relational restorative justice approaches in the context of current education theory and
philosophy. Content focuses on an examination of educational engagement as understood through the
lens of relational theory.  Particularly suited to the complexities of the day, this course is an exploration
and analysis of current relational, restorative justice education theories and practices in school contexts
locally, nationally, and internationally.  As a comprehensive alternative to dominant schooling,
relational engagement offers significant potential for renewed perspectives on safe and caring school
policies, inclusion policies, and classroom dynamics as well as for curriculum content and design,
pedagogy, and assessment. Drawing on ancient and contemporary Indigenous and spiritual traditions, it
also explores the recommendations in the recent Truth and Reconciliation Report (2016). As students
examine both the promises and challenges associated with educational engagement through relational
restorative justice education, they will also experience and practice its various pedagogies in
assignments and class activities.

COURSE OBJECTIVES
This course will provide participants opportunities to:
1) explore ancient and contemporary origins and philosophies of restorative justice and its
influence on current educational context;
2) compare and analyze pedagogies and practices of restorative justice with traditional pedagogies
and practices.
3) examine emerging restorative justice approaches in schools, locally, nationally and
internationally.
4) experience, practice, and critique restorative justice pedagogy.

COURSE TEXT BOOKS

 Boyes-Watson, C. & Kay Pranis (2014). Circle Forward: Building a Restorative School
Community. Living Justice Press. E-version ($24 US from:www.livingjusticepress.org; $82 from
MUN bookstore)
 Hopkins, B. (2011). The Restorative Classroom. Optimus Press. (e-version: available from me
on D2L--No Cost.)
 Evans, K. & Vaandering, D. (2016). The Little Book of Restorative Justice Education. Skyhorse
Publishing. $5 from Instructor
 Additional required and supplementary readings will be listed on the D2L/Brightspace course
website.

COURSE WEB-ROOM
A D2L/Brightspace website is provided for this course. I will communicate here with you and provide an
overview/reminders when necessary. Please check this site approximately 2 days after each class for updates.
Here you will find various required and optional readings/viewings/links. As the course progresses, additional
information on RJE pedagogy, methodologies, instructional planning and assessment techniques may also be
posted there. Finally, your papers will be handed in here in the drop-box. It will also be used for between class
check-ins and responses to class discussions/readings and completion of small group work.

1
COURSE GIFTS AND OPPORTUNITIES
Activities involved in the course have been carefully designed and selected so that they will be gifts and
opportunities for you that will nurture your growth as an individual and a professional learning community. That
does not mean they will not be challenging. A true gift and opportunity requires that the receiver engage with
them responsibly in order for their full potential to be realized. For this course, you will have the opportunity to:
 Focus on RJE in your particular context;
 Facilitate class discussions using circle pedagogies;
 Engage with and respond to new learning in written, digital, and/or arts-based media.
Assessment will primarily be formative and highly dependent on your own self-assessment. You will
always be asked to assess your own strengths and challenges in the work you submit. In terms of
summative evaluation, reflective reading and writing related to teaching and learning scholarship and
research are central to each component of this course. In all written activities, students are expected
to engage course readings thoughtfully and carefully, to demonstrate substantive professional
reflection, and to employ appropriate academic style and documentation [APA 6th].

Activities (See Appendix 1 for details):

1. Presence:
a. being fully present in preparing for and participating in face-to-face class.(20 %)
b. Facilitating a 60 min. class. (15%)

2. Pondering:
a. Reading/Viewing Reflection: See Appendix 1 for details.
b. Book Review (15%)
c. Critical Reflection (10 %)

3. Dreaming: proposal for Final Project. (10%)

4. Digging In: A final expression of learning (30%)

Course Themes/Topics (tentative):

 What Is RJE? The Way We Do Things

 A Brief History of Restorative Justice in Education
 Beliefs and Values in RJE
 Examining the Components of Restorative Justice in Education
 Sustainable Growth

Date Topic and Readings (Subject to change with notice) Preparation &
Activities Due
Jan. 11 Introduction: Rethinking justice. What is restorative justice? Pick your book for
your book review.

Jan. 25 What is RJE? The way we do things.

 Evans, K. & Vaandering, D. (2016) The Little Book of Restorative
Justice in Education. Skyhorse Press.
 Sign up and participate in Beyond Circles Webinar: https://zehr-
institute.org/webinars/beyond-circles.html
 Noguera, P. (1997) Preventing Violence in Schools
Through the Production of Docile Bodies: Why popular strategies
for disciplining students have proven to be largely ineffective.
Motion Magazine.
2
 http://www.inmotionmagazine.com/pedro31.html
 View: Ripples of Relationship & Circle Formations (see
https://www.relationshipsfirstnl.com/videos)
 Boyes-Watson, C. & Kay Pranis (2014). Circle Forward: Building a
Restorative School Community. Living Justice Press.
Read Part 1 and Appendix 3 carefully. Peruse the rest of the body
of the work, stopping to read at least 2 sections that intrigue you
most.

Recommended: Hopkins, B. (2011). The Restorative Classroom. Optimus

Press.
Read Part 1 carefully. Peruse the rest of the body of the work,
stopping to read at least 1 other chapter that intrigues you most.

Feb. 8 A brief history of RJE

 Graveline, F. R. (2003). Talking Circle As Pedagogy. In Circle
Works: Transforming Eurocentric Consciousness. Blackwood, NS: Critical Reflection
Fernwood Publishing. Due Feb. 15.
 Lecture-on-line: Rupert Ross (2012). Through a relational lens.
(D2L)
 Reimer, K. (2019) Adult Intentions, Student Perceptions, Chapter
2. P. 11-27.
Beliefs and values inherent in RJE
 Llewellyn, K. & Llewellyn, J. (2015). A Restorative Approach to
Learning: Relational Theory as Feminist Pedagogy in Universities.
In Light, T., Nicholas, J., Bondy, R. eds. Feminist Pedagogy in Higher
Education: Critical Theory and Practice (pp. 11-32). Waterloo:
Wilfrid Laurier University Press. (D2L)
 Vaandering, D. (2011). A faithful compass: Rethinking the term
restorative justice to find clarity. Contemporary Justice Review,
14(3), 307-328.
Recommended:
Circle Forward -Modules 1 & 7;
Restorative Classroom p. 223-237

3
Feb. 22 Components of RJE: Just & Equitable Learning Environments
 Bickmore, K. (2013). Peacebuilding through circle dialogue
processes in primary classrooms. In Restorative approaches to
conflict in schools. Eds. D. Sellman, H. Cremin, G. McCluskey.
London: Routledge. p. 175-191.
 Evans, K. Morrison, B. & Vaandering, D. (2019). Critical Race
Theory and Restorative Justice Education in Listening to the
Movement: Essays on new growth and new challenges in
Restorative Justice, Wipf & Stock Publishers. https://zehr-
institute.org/publications/listening-to-the-movement/
Components of RJE: Nurturing healthy relationships
 Schumacher, A. (2014). Talking Circles for Adolescent Girls in an
Urban High School: A Restorative Practices Program for Building
Friendships and Developing Emotional Literacy Skills.
 Wadhwa, A. (2015). Restorative justice in urban schools. Ch. 7
Recommended:
 Vaandering, D. (2013). Implementing restorative justice practices
in schools: what pedagogy reveals. Journal of Peace Education.
Circle Forward Modules 1-3;
Restorative Classroom-Chap 4-5, 8]

Mar 7 Components of RJE: Repairing harm & transforming conflict Dreaming—Final

 Elliot, E. (2011). If punishment worked I’d be St. Andrew. In project proposal-Due
Security with Care. Halifax: Fernwood Publishing. p. 23-42 (D2L) March 7.
 Vaandering, D. (2013). A window on relationships: Reflecting
critically on a current restorative justice theory. Restorative Sharing our Book
Justice: An International Journal, 1(3). DOI: Reviews—written
10.5235/20504721.1.3.305 review due March
 Thinking about Trauma Informed Practice in the context of RJE. 14.
Podcast: Trauma-Informed Restorative Practice with Joe
Brummer:
https://restorativejusticeontherise.org/trauma-informed-restorative-
practices-with-joe-brummer/
 Reistenberg, N. (2018). Restorative processes and trauma
sensitive schools. In Getting More Out of Restorative Practice in
Schools. Jessica Kingsley Press.
Recommended:
RJE & Games Webinar: https://zehr-institute.org/webinars/rj-teaching-
tools-book-launch.html
Circle Forward-Modules 11-13;
Restorative Classroom Chap 9

4
 Mar. 21 Sustainable growth Sharing draft of final
Sackney & Mitchell, C. (2013). Living Systems and Emergent Leadership: projects;
Building Sustainable Learning Communities for 21st Century Schools. .
Conference proceedings: 2013 International Congress for School Final Project due
Effectiveness and Improvement, Chile. Apr. 3.

Blood, P., & Thorsborne, M. (2005). The challenge of culture change:

Embedding restorative practice in schools. Paper presented at the Sixth
International Conference on Confererncing, Circles and other Restorative
Practices, Sydney, Australia.

Morrison, B. (2013). Beyond the bad apple. In Restorative approaches to

conflict in schools. Eds. D. Sellman, H. Cremin, G. McCluskey. London:
Routledge. P. 123-131.

[Circle Forward-Modules 7-10]

For Further Reading:

See Folder on D2L site for extra readings OR find relevant readings for your papers/final project, etc. and overall
interest from other journals, books, websites.

5
OTHER IMPORTANT DETAILS:
Accommodations: If you have any questions or problems with the course work throughout the semester, you
may meet with me before or after class, in my office, or contact me by email. Should you require physical or
academic accommodations, please speak to me privately so that the appropriate accommodations can be made in
order that you can participate fully in the course. All conversations will remain confidential. Students who
require accommodations or academic support because of a physical or learning disability, or any other condition
that affects their ability to learn, are also invited to register with the Blundon Centre on campus [Room 4007
Smallwood Centre, 864-2156, blundon@mun.ca
Academic integrity and plagiarism: Students are strongly advised to become familiar with the policy
of the University regarding academic behaviour. Plagiarism is the act of presenting the ideas or works
of another as ones’ own. This applies to all material such as essays, laboratory reports, work term
reports, design projects, seminar presentations, statistical data, computer programs, research results and
theses. The properly acknowledged use of sources is an accepted and important part of scholarship. Use
of such material without acknowledgment is contrary to accepted norms of academic behaviour.
Information regarding acceptable writing practices is available through the Writing Centre at
www.mun.ca/writingcentre/about/. Further details about academic integrity can be found in the current
MUN calendar (Section 2.4.12 Academic Behaviour) online at http://www.mun.ca/regoff/calendar/
under School of Graduate Studies, General Regulations.
Grading scale: Assessment and evaluation is part of our current institutional structure and is required. The
impact of such a practice affects learning. The ultimate goal of this course is that it enriches your life. Placing a
mark on this is a challenge. The guidelines for this are provided by MUN as indicated below. In this course, in as
much as is possible, your marks will be decided upon in collaboration with you via self-assessment opportunities.
For details see: http://www.mun.ca/regoff/calendar/sectionNo=GRAD-0022#GRAD-0741

4.8.2 Memorial University Regulations for Grading

"A" indicates excellent performance with clear evidence of: comprehensive knowledge of the subject
80-100% matter and principles treated in the course, a high degree of originality and independence of
thought, a superior ability to organize and analyze ideas, and an outstanding ability to communicate.
"B" indicates good performance with evidence of: substantial knowledge of the subject matter, a
65-79% moderate degree of originality and independence of thought, a good ability to organize and analyze
ideas, and an ability to communicate clearly and fluently.
"C" indicates satisfactory performance with evidence of: an acceptable grasp of the subject matter, some
55-64% ability to organize and analyze ideas, and an ability to communicate adequately.
"D" indicates minimally acceptable performance with evidence of: rudimentary knowledge of the
50-54% subject matter, some evidence that organizational and analytical skills have been developed, but
with significant weaknesses in some areas, and a significant weakness in the ability to
communicate.

Appendix 1: Gifts and Opportunities

Activity #1:
Presence

1. Your responsibility is to be fully present in your preparation for and participation in our face-to-
face gatherings. Engage meaningfully in the activities and discussions through focussed
attention and insightful comments and questions which reveal an attentive respect for your peers
and community and attentive reading of the assigned materials.
DUE: On-going. (20%)

2. Facilitating a class session: With a partner, facilitate and then reflect on one 60-minute class
session applying key ideas from your readings.
DUE: 5 days after you have facilitated your class session. (15%)
6
 Activity #2:
Pondering

1. Complete each reading/viewing carefully (this may require reading each 2-3 times in some
cases). Then, after each grouping of readings is complete, take time to reflect on and respond
with your ideas in the on-line discussion space. To structure your thoughts, use the following
questions to guide you:
What’s happening in this group of readings/viewings?
What am I thinking/feeling about this?
What impact is this reading having on me?
What’s the hardest and/or best thing for me?
What questions do I need answered to move forward?

NOTE: These reflections/discussions do not need to be refined writing. It is a way of engaging

with others about what you are understanding and questioning. This process will also help to
create the foundational thinking for Activity #3: Critical Reflection.
DUE: On-going (% part of Activity 1 #1)

2. Book-Club/Review: Choose a book related to what you are most interested in. Read the entire
book and write a book review that could be submitted for publication to a journal or professional
magazine. See: https://library.concordia.ca/help/writing/book-report.php Length:500-700 words.
You will be discussing the book in each class with your small group.
DUE: March 14 (15%)

3. A Critical Reflection: After class #3 submit a critical reflection of 2 -3 of your readings thus far
(See Appendix 2)
DUE: Feb. 15 (10 %)

Activity #3
Dreaming

Describe your final project:

 What will you do?
 What is your rationale for doing it? (support your ideas using references of in-class or your
chosen references)
 How does it connect to your own experience?
 What impact do you hope it will have?
 What format will it take?

DUE: March 7; Upload in dropbox on D2L (10%)

Activity #4
Digging In

The final project may consist of any demonstration of your experience and understanding of the course
objectives that relates to the possibility of implementation. You could:

7
  do an analysis of your current situation and make recommendations for changes;
 “what-if” you could revise your school/workplace policy document(s); for example create a new
school code; work-place code; etc. Write this and then compare it to your current policy.
 plan a set of lessons to introduce RJE to your students;
 create a plan or presentation to introduce RJE to your school administrator, parent community,
staff, ….
 Create a series of lessons or a learning experience that is taught using circle pedagogy;
 Compare and contrast a variety of RJ implementation manuals.
 Compare and contrast various approaches to RJ and education;
 Write a paper comparing or informing another educational issue/approach with RJE i.e. Positive
Behaviour Supports, Social Emotional Learning; Trauma Informed Practice; Responsive
Teaching and Learning; Literacy; Numeracy; etc.
 Write a literature review/paper exploring the impact of RJE on an educational issue such as early
school leaving, chronic absenteeism, academic quality, students’/families’ perceptions of
belonging, etc.
 Do a literature review of a variety of academic papers written in the last 2 years on RJE—[in the
style of Evans & Lester, RJE: What we know so far … ;]
 create a video, song, storytelling, play …
 create a painting, drawing, or a photographic exhibition.
 write a piece of fiction, non-fiction, or poetry.
You will present your work on April 3 and have approximately 10 minutes to share it with the class with
5 min. discussion. If you work with a partner you will have 30 min in total to share it.

Be creative, be brave, and make full use of your intelligence, personality, interests, and experiences. Dig
deep and draw on your unique abilities to tell a story of what we’ve done together, how you’ve made
sense of it, and/or how this experience will shape you and your work/home/community experience.
 
Due: Sharing (last day of class—April 3) to receive feedback; Refine based on feedback and submit by
April 3 (20%).

Appendix 2: Critical Reflection

What is a critical reflection?
A critical reflection shows that you are able to think and read critically. Your Critical Reflection will
focus on a central theme, concept, debate, or approach to critical scholarship regarding restorative
justice that incorporates 2-3 or more readings to this point (pick one or more from each class to date).
What is most important is for you to connect this critical reflection to something that is relevant to your
own experience personally and/or professionally. Be sure to discuss how this critical reading and writing
will impact your practice.
For guidance see:
 How to write a critical analysis paper
 Critical reading towards critical writing
 (both are available on D2L in Background Materials folder)
8
Length: 1000 words, References excluded.

Assessment will take into account:

+engaged with activity fully; engaged with activity adequately; -omitted or lacks engagement
Notes
clear identification of a
theme, concept, debate
or approach you are
examining; (3)
evidence of critical
reading of at least 2-3
readings; (5)
clear, cohesive
development of ideas
and/or argument; (5)
relevance to your
personal/professional
experience (3)
expression of how your
insights will impact
your practice. (3)
adequate writing skills.
(1)

Appendix 3: Facilitating Activity

The purpose of the Facilitation Activity is to give you an opportunity to put into practice a pedagogy
that supports and nurtures a relational classroom culture. The exact details of what you do, is up to you,
however, this is an opportunity to try some things that you have read about in Circle Forward or The
Restorative Classroom.

If you are doing a Group circle discussion:

 Facilitate one 45 min. small group session that includes:
 check-in and check-out circles
 discussion rounds that dig deep into the key themes of the readings;
 provide a summary of the experience (due 5 days following this experience).

If you are doing a Group circle discussion:

9
  prepare 2 energizers/mixers for the whole class (one for morning/one for afternoon) that support
the theme of the readings and the class.
 conclude your activity with a quick round to gather responses to the experience the group had.
 provide a summary of the experience (due 5 days following this experience).

The following guiding questions will help you in your plan for the class as you focus on making some
changes to your usual approach:

 what will you do differently in facilitating discussion in a relational-restorative manner then you
might do in a more traditional classroom, or your current classroom?
 How will you tap into living out of your core beliefs and values and/or the core beliefs and
values of rj in how you facilitate the class?
 What challenge will you set for yourself in this experience?
 How will you use your readings (especially Llewellyn & Llewellyn & Ross) to inform your
planning? (relational, contextual, dialogic, future-looking)

Then after you are done, provide a reflection/summary of the experience before the next class. For that
one or more of the following questions could be used as a guideline:

 What happened? [What did you do differently in facilitating then you might do in a more
traditional classroom?]
 What are you thinking/feeling? [When did you feel you had tapped into living out of your core
beliefs and values and/or the core beliefs and values of rj in how you facilitated the class?]
 What impact has this experience had on you/others?
 What was hard about the experience? [How do any of your readings inform your experience?]
 What do you need to do to move forward? {What might you do differently next time? What did
you learn that you might bring into your classroom/work/personal context?]

Length—minimum 2 pages single spaced. Maximum—whatever your need to support your learning

Reading List
See more extensive reading list on ED 6463 D2L site:

Bintliff, A. (2011). Reengaging Disconnected Youth.

Brown, M. A. (2018). Creating restorative schools: Setting schools up to succeed. St. Paul, MN: Living
Justice Press.
Gardner, T. (2016). Discipline Over Punishment.
Lockett, J. (2017). The Urban School Improvement Plan: Changing School Climate and Culture
Through Relationships, Resources and Restorative Justice.
Riestenberg, N. (2011). Circle in the Square: Building Community and Repairing Harm in School.
Minnesota: Living Justice Press.
Thorsborne, M. & Blood, B. (2013). Implementing Restorative Practice in Schools: A Practical Guide
to Transforming School Communities. London: Jessica Kingsley Publishers.
Thorsborne, M. (2015). Restorative practice and special needs: A practical guide for working
restoratively with young people. London: Jessica Kingsley Publishers.
10
Winn, M. (2016). Justice on Both Sides.

 Evans, K. R., & Lester, J. N. (2013). Restorative justice in education: What we know so far.
Middle School Journal, 44(5), 57-63. http://search.proquest.com/docview/1364730699?
accountid=12378

Recommended and Related Videos to course content:

See Relationships First website www.relationshipsfirstnl.com Resources Tab for a select list of videos.

Other related videos [most of these are live links]:

Restorative Approaches in Schools:https://www.youtube.com/watch?v=9MsWz47rYyw (16 min.)

https://www.youtube.com/watch?v=RP2M9TPNDZ0 (2 min)

The School to Prison Pipeline by Advancement Project

A Tale of 2 Teachers (talk on microaggressions)

How Can I Have a Positive Racial Identity? I'm White!
Ali Michael | TEDxCheltenham
How microaggressions are like mosquito bites • Same Difference

Restorative Justice in Schools: Gaby’s Story

Restorative Justice at Oakland's Fremont High

The "Why" of Restorative Practices in Spokane Public Schools

Restorative Practices: Pinellas County Schools
Colorado high school replaces punishment with 'talking circles'

Restorative Circles: Creating a Safe Environment for Students to Reflect

How brains are built

Klasovsky, J. (2013, November 13). Repairing our schools through restorative justice: Jean
Klasovsky[Video Clipping]. Retrieved October 19, 2014, from TED Talk:
http://www.youtube.com/watch?v=tqktOiYG5NM

Hutchison, K. (2013, June 10). Restorative Practices to Resolve Conflict/Build Relationships [Video
File]. Retrieved October 19, 2014, from TED Talk: http://www.youtube.com/watch?v=wcLuVeHlrSs

Lieberman, S. (2013, November 13). What's a story and why teachers should care: Syd
Lieberman[Video Clipping]. Retrieved October 19, 2014, from TED Talk:
http://www.youtube.com/watch?v=xJG27jnKQds

11
Restorative Justice in Oakland Schools: Tier One. Community Building Circle:
https://www.youtube.com/watch?v=RdKhcQrLD1w (Links to an external site.)Links to an external site.
Using Dialogue Circles to Support Classroom Management: https://www.youtube.com/watch?
v=qTr4v0eYigM&list=PL3PSqIjiwGJvW15ODBrS4MK03VxZf1tgq
A Restorative Approach: John Martin Junior High (Halifax): https://www.youtube.com/watch?
v=ggRTMNZVHYw&feature=youtu.be
The paradox of trauma-informed care | Vicky Kelly | TEDxWilmington
https://www.youtube.com/watch?v=jFdn9479U3s
Expanding the Circle Restorative Practices in Special Education - CADRE Webinar (over 1 hour)

https://www.youtube.com/watch?v=_7kg_gXVUb4 (Links to an external site.)Links to an external site.

Social and Emotional Learning: A Schoolwide Approach:

https://www.youtube.com/watch?v=XmVhO3nL2EM (Links to an external site.)Links to an external

site.

12