Conflict and Harm in the Context of Restorative School Physical Education

in Journal of Teaching in Physical Education
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  • 1 University of North Carolina at Greensboro
  • | 2 Victoria University of Wellington
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Purpose: The purpose of this study was to explore the issues of conflict and harm in physical education within a school recognized for its exemplary restorative practices. Method: A single case study approach was employed to examine one restorative school in Wellington, New Zealand. The school was purposely selected to participate in this study based on its recognition for exemplary restorative practices. Participants included physical educators (n = 11), administrators (n = 4), and students (n = 25). Data sources included interviews, observations, and reflection documents. Data were analyzed using a collaborative qualitative approach. Results: Three qualitative themes described the context of restorative school physical education, types of harm that occurred, and how physical educators were positioned as central figures in creating a context where harm was addressed. Discussion: This study provides insights into restorative practices and has implications for teaching social and emotional learning skills.

Hemphill and Flores are with the Department of Kinesiology, University of North Carolina at Greensboro, Greensboro, NC, USA. Janke is with the Department of Peace and Conflict Studies, University of North Carolina at Greensboro, Greensboro, NC, USA. Gordon is with the Faculty of Education, Victoria University of Wellington, Wellington, New Zealand.

Hemphill (hemphill@uncg.edu) is corresponding author.
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