Conceptualizing Black Restorative Practices: Through the lens of Black Teachers who teach Black youth in schools

Abstract

ABSTRACT Title of Dissertation: CONCEPTUALIZING BLACK RESTORATIVE PRACTICES: THROUGH THE LENS OF BLACK TEACHERS WHO TEACH BLACK YOUTH IN SCHOOLS Carlos A. Williams, Doctor of Philosophy, 2026 Dissertation directed by: Jennifer Turner, Ph.D.Teaching and Learning, Policy and Leadership Ebony Terrell Shockley, Ph.D.Teaching and Learning, Policy and Leadership Restorative justice practices were established in schools to minimize the number of students being expelled and/or suspended from school. However, since implementation, restorative justice practices have done little to minimize the disciplinary gap between Black students and their white counterparts. Black youth are suffering at the hands of Eurocentric curricula and school disciplinary practices, in the form of school suspension and expulsion that destroy their Black identities. This embedded case study examined practices employed by Black teachers to restore Black youths’ identity in schools and their relationship with schooling. This study aimed to conceptualize a race-centered framework for restorative justice practices by analyzing the pedagogical approaches of Black high school teachers, situated within the context of an urban secondary school. Black restorative practices’ is a conceptual framework the researcher believes can be used to support the academic achievement of Black youth in schools and restore their relationship with schooling. Four lenses are used to inform how Black restorative practices are conceptualized: (1) healing, (2) identity confirming, (3) community, and (4) protection. Findings indicate that Black teachers are employing culturally sustaining practices that are healing, identity confirming, promote communal learning environment, and provide a space of protection for Black youth in schools.