Restorative Justice and Racial Reflexivity in Schools

Restorative Justice and Racial Reflexivity in Schools
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Restorative Justice and Racial Reflexivity in Schools
Romano and Almengor, in their article on restorative justice, discuss a central problem, especially in American society. For many years, scholars have made substantial research and advancement on the nature of racial discrimination, injustices, segregation, and inequality among black communities in America. The social issue transverses the societal structure permeating sectors such as health care, employment, social status, economic development, and in this case, education. According to the author’s restorative justice is a culminative strategy aimed at resolving conflicts through dialogue and bringing people together. In other words, the model focuses on establishing a connection between the offenders and victims by enabling dialogue. Arthur Romano, a renowned professor at George Mason University, specializes in social sciences, mostly majoring in how communities can foster peace through interracial integration and cohesion. Rochelle Arms Almengor, on the other hand, lectures at the John Jay College of Criminal Justice. Being an assistant professor, she has had tremendous experience in fields such as dispute resolution and mediation.
With their credentials, the two researchers put together a detailed study to showcasing the nature of racism, especially among black students studying under white administration. They perform case study analysis by sampling a group of ten restorative justice coordinators. They mainly focus and interview two practicing restorative justice coordinators who have had more elaborate and extensive dealings with disparity cases in schools through their work experiene. Ideally, there is a rampant problem in urban schools where institutions with predominant white administration tend to experience extensive cases of prejudice and discrimination. In other words, black students continually suffer more drastic pu...