The International Journal of Restorative Justice

Article

Asking the ‘who’: a restorative purpose for education based on relational pedagogy and conflict dialogue

Keywords Relational pedagogy, conflict dialogue, restorative approach, neoliberal education, marginalised students
Authors Kristina R. Llewellyn en Christina Parker
Author's information

333593 Kristina R. Llewellyn
Kristina R. Llewellyn is an Associate Professor in Social Development Studies at Renison University College, University of Waterloo, Waterloo, Canada.

333596 Christina Parker
Christina Parker is an Assistant Professor in Social Development Studies at Renison University College, University of Waterloo, Waterloo, Canada. Contact author: kristina.llewellyn@uwaterloo.ca.
  • Abstract

      Drawing upon Gert Biesta’s concept of the learnification of education, we maintain that a meaningful purpose for Canadian schools has been lost. We demonstrate that the very fact of relationship is limited in curricula. The absence of relationality enables the continued privilege of normative identities. A restorative approach, based on asking who is being educated, could repurpose schooling. We draw upon examples from literature, current political events and our classroom-based research to illustrate how conflict dialogue, based on relational pedagogy, offers one path for a restorative approach. We conclude that conflict dialogue provides opportunities to engage diverse students in inclusive curricular experiences. Such a restorative approach exposes and explores the who of education for the purpose of promoting positive social conditions that allow for human flourishing.

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