This book focuses on how teachers transmit and practice values through classroom circles to empower and attend to all students’ voices in restorative justice education. Drawing on indigenous circle practice, classroom circles can be used as a pedagogical tool for building and sustaining dialogue and peaceful relations. However, what transpires within a circle can also reflect and reinforce relations of power, which, if not attended, can be damaging for participants whose voices are silenced or not sufficiently heard. Parker-Shandal presents research-based observations of teacher professional development workshops focused on in-depth ethnographic classroom-based research in diverse urban elementary schools. The data also includes observations of classrooms, as well as teacher surveys and interviews with students, teachers, and principals. The book provides a detailed account of the lived experience of students and teachers as they engage with and experience the transformative power of constructive dialogue about conflicts embedded in curriculum subject matter through restorative justice pedagogies. weiterlesen