Between Retributive and Restorative Compulsory School Teachers’ Discipline Activities

  • Katja Jeznik Department of Pedagogy and Andragogy, Faculty of Arts, University of Ljubljana, Slovenia
  • Robi Kroflič Department of Pedagogy and Andragogy, Faculty of Arts, University of Ljubljana, Slovenia
  • Metka Kuhar Faculty of Social Sciences, University of Ljubljana, Slovenia

Abstract

In Slovenia, compulsory schools have, since 2009, been obliged to define their own concept of moral and character education under the formal framework of the Primary School Act. Disciplinary measures in schools are underpinned by two main punishment theories: the more traditional retributive responses to undesired conduct, and the more recent restorative approach. The present study explores the views of 109 teachers from 13 compulsory schools regarding disciplinary measures through the prism of this paradigmatic divide. A qualitative analysis of group discussions in which teachers evaluated the disciplinary measures at each of the 13 schools will be presented. Only three discussion groups were predominantly restorative oriented. Given the proven negative effects of retribution-oriented disciplinary measures, the findings are not encouraging. We conclude that schools need a clearer disciplinary framework with systematic acquisition of knowledge and practical experience in the field of educational and discipline strategies, and that teachers must continuously reflect on their own disciplinary practices.

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Published
2019-06-28
How to Cite
JEZNIK, Katja; KROFLIČ, Robi; KUHAR, Metka. Between Retributive and Restorative Compulsory School Teachers’ Discipline Activities. Center for Educational Policy Studies Journal, [S.l.], june 2019. ISSN 2232-2647. Available at: <https://ojs.cepsj.si/index.php/cepsj/article/view/483>. Date accessed: 23 july 2019. doi: https://doi.org/10.26529/cepsj.483.