From Exclusion to Excellence : : Building Restorative Relationships to Create Inclusive Schools /

From Exclusion to Excellence : : Building Restorative Relationships to Create Inclusive Schools / / by Michal Razer, Victor J. Friedman.

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The authors draw on their 30 years of action-research activities helping educators provide a meaningful education to at-risk/excluded students. They explain how teacher well-being is a precondition for building the sorts of relationships that enable excluded students to learn. They present in detail...

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Bibliographic Details
Superior document:Personal/Public Scholarship
VerfasserIn:
Razer, Michal.
Friedman, Victor J.
Place / Publishing House:Rotterdam : : SensePublishers :, Imprint: SensePublishers,, 2017.
Year of Publication:2017
Edition:1st ed. 2017.
Language:English
Series:Personal/Public Scholarship
Physical Description:1 online resource (XXIV, 160 p.)
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Table of Contents:
  • "Foreword
  • Acknowledgments
  • Introduction
  • The Cycle of Exclusion
  • Excluded Students and Excluded Teachers
  • Frames of Exclusion
  • The “Helplessness” Frame
  • The “False Identity” Frame
  • The Emotional World of Teachers of Excluded Children
  • Building Restorative Relationships
  • The Caregiving Role of Inclusive Educators
  • Redefining Success
  • Emotional Work with Students
  • Emotional Work with Teachers
  • Introduction to Four Skills for Building Restorative Relationships in Schools
  • Supporting Inclusive Practice at the Organizational Level
  • Non-Abandonment: The First Step in Reversing the Cycle of Exclusion
  • Abandonment and Non-Abandonment
  • Non-Abandonment as a Conscious Choice
  • Supporting Teachers in Practicing Non-Abandonment
  • Assimilating Non-Abandonment into School Practice
  • Conclusions
  • Reframing: Expanding the Realm of the Possible
  • Frames, Framing, and Reframing
  • The Reframing Process
  • Reframing Helplessness
  • Reframing False Identity
  • Putting the Reframing into Practice
  • Conclusions
  • Connecting Conversations
  • Instrumental versus Connecting Conversation
  • Barriers to Connecting Conversations
  • From an Instrumental to a Connecting Conversation
  • Features of Connecting Conversation
  • From False Inquiry to Connecting Conversation
  • Connecting Conversation Fits with Caregiving Role
  • Conclusions
  • Beyond Discipline: Benevolent Authority and Empathic Limit-Setting
  • Limit-Setting as a Power Struggle
  • Challenges to Teachers’ Authority
  • Benevolent Authority
  • Empathic Limit-Setting
  • Online Empathic Limit-Setting
  • Off-Line Empathic Limit-Setting
  • Invitation to Connect, Planning Alternate Behaviors, Apologizing
  • Conclusions
  • The Troubled Relationship between Schools and Parents of Excluded Children
  • Schools as Gateways or Gatekeepers for Excluded Children
  • Case Study: Dealing with a Student’s Chronic Lateness
  • The Underlying Power Struggle
  • Framing the Problem as the Need to Mobilize the Parents
  • Typical Action Strategies Inside the Mobilizing Parents Framing
  • The Power Struggle That Results from Trying to Mobilize Parents
  • Conclusions
  • Building Restorative Relationships with Parents
  • Reframing: “Parental Authorization” Instead of “Mobilizing Parents”
  • Case Study: A School’s Initiative with a Child at Risk
  • Assumptions that Underlie the Parental Authorization Framing
  • Putting Parental Authorization into Practice
  • Restoring Relationships: Actions that Build Trust
  • Conclusions
  • Role of the Principal
  • How Principals Get Trapped in the Cycle of Exclusion
  • Steps in Creating Conditions Favorable to Restorative Relationships
  • Conclusions
  • From Exclusion to Excellence
  • References
  • About the Authors.

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