In their conference presentation titled “Restorative Practice as Peace Practice,” Anna Gregory and Terence introduced a groundbreaking framework that explores the potential of restorative practice in promoting peace in schools. The presentation was part of the book “Getting More Out Of Restorative Practices in Schools,” where the authors build upon the work of Kathy Evans and Dorothy Vaandering to expand the continuum of restorative practice.
Anna Gregory, a Programme Director for Peacemakers, an educational charity in the UK, and Terence, Director of Conexus Conflict Consultancy, UK, are both PhD candidates contributing to the field of peace education in schools. Drawing on their extensive research and practical engagement with peace education and restorative approaches in schools, they offer educators an expanded view of the possibilities of restorative approaches.
The authors present a new lens through which to view restorative practice – peace. They argue that restorative practice can go beyond behavior management and culture-building and become a transformative tool for promoting peace in school communities. By framing restorative practice as peace practice, Gregory and Terence propose a conceptualization that is informed by their research and practical experience.
Their framework builds on the work of Evans and Vaandering, who present a progression of restorative practice. However, Gregory and Terence take it a step further by exploring the transformative element of restorative practice when viewed through the lens of peace. Their innovative approach challenges educators to consider the broader impact of restorative practice and its potential to contribute to a more peaceful society.
The authors draw from their work in the UK and internationally to support their argument. They have been actively involved in supporting schools to develop conflict competence and peace-building capacities. Through their support, training, and development initiatives, Gregory and Terence have promoted the foundational skills necessary for positive peace in school communities.
By presenting their chapter in “Getting More Out Of Restorative Practices in Schools,” Gregory and Terence aim to inspire educators to think beyond traditional approaches to restorative practice. They offer a fresh perspective on what can be achieved when restorative practice is framed as peace practice. Their contribution to the field of peace education in schools opens up new possibilities for fostering a more peaceful and inclusive learning environment.
Overall, Gregory and Terence’s presentation provides a thought-provoking and innovative framework that challenges educators to reconsider the potential of restorative practice in promoting peace. Their research and practical engagement in peace education and restorative approaches in schools offer valuable insights for educators seeking to create a more peaceful and harmonious school community.
