Healing That Leads to Action : Restorative Justice, School Leadership, and Institutional Change
Date of Award
Doctor of Philosophy (PhD)
College of Education and Human Services
Teacher Education and Teacher Development
Thesis Sponsor/Dissertation Chair/Project Chair
When immigrant youth are harmed by institutional policies and practices that reinforce idealized notions of nationalism and assimilation through subtractive and coercive strategies, school leaders can turn to restorative justice as a technology of resistance. This participatory action research study, with the author as a participant, captures four school leaders from Colorado, New York, and New Jersey, who interrogated institutional policies and practices and promoted authentic inclusion and equity for immigrant youth through restorative justice. As we participated in a process of collective restorative contemplation, we engaged in a form of personal healing that guided intentional and thoughtful action to transform our school environments into inclusive spaces. This year-long study emphasizes the critical role school leaders play when challenging institutional culture and negotiating policies and practices that harm immigrant youth.
Celis, Jose B., "Healing That Leads to Action : Restorative Justice, School Leadership, and Institutional Change" (2023). Theses, Dissertations and Culminating Projects. 1276.