“Too much changing has happened to go back”: Professional Development, Paradigm Shifts and Poetry

Abstract

Restorative justice (RJ) holds significant potential as a means for nurturing relational school cultures and addressing harm within those contexts. However, educators participating in professional development (pd), often articulate a commitment to RJ in principle but tend to continue practicing a pedagogy that focuses on controlling student (mis) behavior apart from its relational context. Considering the strong philosophical perspective of humanity on which RJ is grounded, this phenomenological case study examines the impact of pd that explicitly (a) engages with core beliefs and values of RJ and (b) invites participants to examine their personal philosophical stance. Employing theory guided analysis and poetic inquiry to examine participants’ reflections nine months following their experience, results indicate that commitment and practice are better aligned. Significant change in perspectives emerge of self; others; current practice; and group engagement. A list of recommended components for professional development conclude the article.