ABSTRACT
This study called for a methodology that could capture the complex process of transitioning to restorative justice, one that would highlight the goodness of teachers and students engaged in restorative practices as well as address the frailties, shortcomings and limitations associated with the implementation of circles. I wanted to meet teachers who aimed to make their schools progressive institutions, who told their students, “You belong.” And I wanted to explore the multifaceted process of relationship building—and mending—that is central to restorative justice. To accurately understand the meanings that community members, parents, administrators, teachers and students attached to restorative practices, I also wanted to embed myself within the school culture in a meaningful way, not only to engage in rigorous data collection but, equally as important, to engage in ethical data collection by fostering trusting, reciprocal relationships.
