Restorative Justice, Peacebuilding Practice, and Educational Praxis: Critical Analysis of Canadian and United Kingdom Discourses

Abstract

Over the past two decades, educational contexts have integrated Restorative Justice and Peacebuilding Practice (RJ & PBP) into legislation and policy. RJ & PBP are research-based and developed to ameliorate the climate of educational contexts by prioritizing on relationships. Findings generated by a critical discourse analysis (Foucault, 1965) that investigated legislation, policy, and professional practice texts related to RJ & PBP in educational contexts within Canada and the United Kingdom. The analysis revealed binary relations that reinforced legitimation. The study concludes with suggested amendments to critical RJ&PBP discourse and implications for leadership in educational institutions