Phenomenological exploration of the implementation of restorative justice in schools: Teachers’ beliefs in a public School Coexistence Committee
DOI:
https://doi.org/10.60923/issn.1825-8670/20427Keywords:
Teacher beliefs, Public school, Restorative school justice, PhenomenologyAbstract
This phenomenological study explores teachers’ beliefs about implementing Restorative School Justice (RSJ) in a public school in Bogotá. Through in-depth interviews and analysis of coexistence committee minutes, tensions between restorative ideals and the punitive mentality prevalent in the educational context were identified. The findings show that although teachers recognize the transformative value of RSJ, there is still considerable skepticism about its effectiveness in serious situations, which limits its full adoption. This research highlights the need for a profound cultural shift that transcends the disciplinary vision of justice and promotes a holistic understanding of justice as part of a process of reconciliation and restoration. It is concluded that the widespread adoption of RSJ depends on the recognition and transformation of teachers’ beliefs, highlighting the importance of ongoing training in restorative approaches within the education system.References
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Copyright (c) 2025 Leyla Jazmin Rubiano Cepeda, Alexander Benavides Franco, Nohemy Marcela Bedoya Rios
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