FAMILIES AND SCHOOLS THAT ARE RESTORATIVE AND RESPONSIVE

Valerie Braithwaite

doi:10.4324/9780429398704-3

FAMILIES AND SCHOOLS THAT ARE RESTORATIVE AND RESPONSIVE

Valerie Braithwaite^*

^*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

1 Citation (Scopus)

Abstract

This chapter seeks to normalise responsive regulation as a natural part of family life and identify restorative practice as an integral part of problem solving that makes responsive regulation work in family settings. Intuitive understanding of responsive regulation and restorative justice are more widespread in western culture than human service professionals recognise. For instance, the familiarity of these ideas in the child rearing space has made it more natural to translate ideas of responsive regulation and restorative justice into the school setting to deal with bullying through whole-of-school approaches. Yet there are obstacles to expanding the reach of the approach, involving ideology, low trust in the community, state-led technocratic regulation and overly zealous political control.

Original language	English
Title of host publication	Restorative and Responsive Human Services
Publisher	Taylor and Francis
Pages	38-55
Number of pages	18
ISBN (Electronic)	9780429676918
ISBN (Print)	9781138387119
DOIs	https://doi.org/10.4324/9780429398704-3
Publication status	Published - 1 Jan 2019

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FAMILIES AND SCHOOLS THAT ARE RESTORATIVE AND RESPONSIVE

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