Harvard Educational Review
  1. Spring 2018 Issue »

    Teaching in the Restorative Window

    Authenticity, Conviction, and Critical-Restorative Pedagogy in the Work of One Teacher-Leader

    SARAH M. FINE
    In this article, Sarah M. Fine uses portraiture to explore the undertheorized question of what it means to teach in ways that align with the values of the restorative justice framework. The piece centers around the work of Nora, a veteran teacher-leader who explored this question in the context of her own classroom and, as a result, shifted her practice in significant ways, making it more deliberate in its attention to students’ social-emotional needs, more project based in its design, and more critical in its stance. In turn, these shifts helped restore and transform students’ relationships to the content under study, as well as to each other and to Nora. This portrait provides a richly textured picture of what it means to be—and become—a restorative teacher and suggests that there are powerful synergies between the restorative justice framework and the tradition of critical pedagogy.

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    Sarah M. Fine completed her doctorate at the Harvard Graduate School of Education. Currently, she serves as a faculty member at the High Tech High Graduate School of Education, an accredited graduate institution associated with a network of socioeconomically diverse project-based schools in San Diego. Her work, which asks how American secondary schools can be transformed into more humanizing and intellectually vital communities, has appeared in such publications as the Harvard Educational Review, Educational Leadership, and Journal of Educational Change. Fine also has a long-standing collaboration with Jal Mehta, with whom she has coauthored In Search of Deeper Learning: Inside the Effort to Transform the American High School (Harvard University Press, in press).

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    Spring 2018 Issue

    Abstracts

    Knowledge Citizens?
    Intellectual Disability and the Production of Social Meanings Within Educational Research
    ASHLEY TAYLOR
    Ethics, Identity, and Political Vision
    Toward a Justice-Centered Approach to Equity in Computer Science Education
    SEPEHR VAKIL
    Risky Business
    An Integrated Institutional Theory for Understanding High-Risk Decision Making in Higher Education
    LAUREN A. TURNER and A. J. ANGULO
    My Future, My Family, My Freedom
    Meanings of Schooling for Poor, Rural Chinese Youth
    XIN XIANG
    Teaching in the Restorative Window
    Authenticity, Conviction, and Critical-Restorative Pedagogy in the Work of One Teacher-Leader
    SARAH M. FINE

    Book Notes