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This book explores the concept and facilitation of critical reflection and its implications for professional practice. It draws on the author’s own extensive experience to demonstrate how reflective processes involving metaphor and imagery, as well as critique, can be used not only to understand and articulate key values underpinning professional practice and to generate new theoretical models, but to explore one's own worldview, including the ultimate question: 'Who am I?’. The author incorporates practical examples of reflection-through-writing and other reflective techniques which illustrate how ideas about critical reflection, transformative learning, authenticity and spirituality are intricately entwined within theories and practices of adult learning and professional development. The book highlights the importance of understanding the relationship between personal worldviews, values and professional practice. It draws on the concepts of vocation and professional psychological wellbeing to consider what it means to act authentically as a professional within an audit culture. The book will be invaluable for practitioners, academics and students interested in critical reflection, educational inquiry, autoethnography and the use of the self in and as research, the nature and use of metaphor, and the development of worldviews.

Ensenyament reflexiu --- Pensament crític --- Esperit crìtic --- Crítica --- Pensament --- Pensament crític en els infants --- Pensament únic --- Raonament (Psicologia) --- Educació reflexiva --- Pedagogia reflexiva --- Ensenyament --- Autoavaluació --- Participació dels estudiants en els centres docents --- Critical thinking. --- Critical reflection --- Reflection (Critical thinking) --- Reflection process --- Reflective thinking --- Thinking, Critical --- Thinking, Reflective --- Thought and thinking --- Reflective learning --- Evaluative thinking --- Education --- Continuing education. --- Educational Philosophy. --- Philosophy of Education. --- Lifelong Learning. --- Philosophy. --- Lifelong education --- Lifelong learning --- Permanent education --- Recurrent education --- Adult education

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Bandes de joves --- Escoles --- Delinqüència juvenil --- Treball social amb els joves --- Treball social --- Atenció a la infància i a l'adolescència --- Joves --- Delinqüència infantil --- Infants delinqüents --- Joves delinqüents --- Criminologia --- Delinqüents --- Infants difícils --- Menors (Dret penal) --- Problemes socials --- Trastorns de la conducta en els infants --- Administració de justícia de menors --- Drogues i delinqüència --- Reformatoris --- Tribunals de menors --- Violència juvenil --- Centres d'ensenyament --- Centres docents --- Centres educatius --- Col·legis --- Establiments docents --- Institucions educatives --- Institucions públiques --- Alumnes --- Centres d'educació especial --- Conservatoris de música --- Escoles a l'aire lliure --- Escoles alternatives --- Escoles bressol --- Escoles d'estiu --- Escoles de música --- Escola nova --- Escoles petites --- Escoles públiques --- Escoles rurals --- Escoles urbanes --- Escoles secundàries --- Internats --- Universitats --- Activitats dirigides --- Colònies escolars --- Cursos per correspondència --- Educació --- Bandes --- Bandes d'adolescents --- Bandes de carrer --- Bandes d'infants --- Bandes juvenils --- Tribus urbanes --- Joventut --- Cap-rapats --- Social service. --- Benevolent institutions --- Philanthropy --- Relief stations (for the poor) --- Social service agencies --- Social welfare --- Social work --- Human services

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“Parker-Shandal’s book moves educators and administrators away from thinking about restorative justice as a disciplinary response and toward an understanding of restorative justice in education (RJE) and circles as ways to create just and equitable classrooms that encourage diverse perspectives and problem solving. Her sound theoretical framework coupled with real teachers’ implementation struggles and achievements offer us a vision of how circles and RJE can confound mandates to teach false narratives by elevating marginalized voices, promoting critical thinking, and transforming conflict.” —Martha A. Brown, Author of Creating Restorative Schools: Setting Schools Up to Succeed (2018), USA “The circle discussions in the book bring the reader directly into the daily rhythm of a classroom, in all its awkward, inspirational, and mundane glory. The reader relates to the teachers as they make decisions regarding how to respond to student comments and emotions; the reader also senses the incredible impact that such decisions can have on student relations and wellbeing. With sensitivity and respect, Crystena supports teachers to better embody an anti-racist approach to RJE.” —Kristin Elaine Reimer, Senior Lecturer, School of Education, Culture, and Society, Monash University, Australia This book focuses on how teachers can transmit and practice values through classroom circles that attend to and empower all students’ voices. A growing number of teachers are using relational pedagogy, drawing on Indigenous circle practice, as a pedagogical tool. Done well, circles can build and sustain dialogue and peaceful relations. Done poorly, circles reflect and reinforce relations of power, which, if disregarded, can be damaging for participants whose voices are silenced or not sufficiently heard. Parker-Shandal’s consideration of teachers’ professional learning and training in restorative justice in education focuses on ethnographic, classroom-based research in diverse urban elementary schools. Her data include observations of classrooms, teacher surveys, and interviews with students, teachers, and principals. The book provides a detailed account of the lived experience of students and teachers as they engage with and experience the transformative power of constructive dialogue about conflicts embedded in curriculum subject matter through restorative justice pedagogies. Crystena A. H. Parker-Shandal is Associate Professor of Social Development Studies at Renison University College at the University of Waterloo, Canada.

Inclusive education. --- Education. --- Children. --- Social justice. --- Schools. --- Education—Philosophy. --- Teachers—Training of. --- Inclusive Education. --- Childhood Education. --- Social Justice. --- School and Schooling. --- Educational Philosophy. --- Teaching and Teacher Education. --- Public institutions --- Education --- Equality --- Justice --- Childhood --- Kids (Children) --- Pedology (Child study) --- Youngsters --- Age groups --- Families --- Life cycle, Human --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Inclusion (Education) --- Inclusive learning --- Inclusive schools movement --- Least restrictive environment --- Mainstreaming in education --- Restorative justice in schools. --- Restorative discipline in schools --- Restorative practice in schools --- School discipline --- Justícia reparadora --- Escoles --- Centres d'ensenyament --- Centres docents --- Centres educatius --- Col·legis --- Establiments docents --- Institucions educatives --- Institucions públiques --- Alumnes --- Centres d'educació especial --- Conservatoris de música --- Escoles a l'aire lliure --- Escoles alternatives --- Escoles bressol --- Escoles d'estiu --- Escoles de música --- Escola nova --- Escoles petites --- Escoles públiques --- Escoles rurals --- Escoles urbanes --- Escoles secundàries --- Internats --- Universitats --- Activitats dirigides --- Colònies escolars --- Cursos per correspondència --- Educació --- Justícia restauradora --- Administració de justícia penal --- Reparació (Dret) --- Resolució de conflictes (Dret)

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School shootings. --- Gun control. --- Mental illness. --- Madness --- Mental diseases --- Mental disorders --- Disabilities --- Psychology, Pathological --- Mental health --- Escoles --- Control de les armes de foc --- Psicopatologia de l'adolescència --- Violència juvenil --- Prevenció del delicte --- Política criminal --- Estats Units d'Amèrica --- Adolescents violents --- Joves violents --- Violència en l'adolescència --- Violència en els adolescents --- Violència en els joves --- Agressivitat en els adolescents --- Bandes de joves --- Delinqüència juvenil --- Defensa social --- Delicte i Estat --- Delinqüència i Estat --- Estat i delicte --- Estat i delinqüència --- Política penal --- Penes --- Antropologia criminal --- Delictes --- Programes de prevenció --- Delators --- Educació i delinqüència --- Esterilització eugenèsica --- Mesures de seguretat (Dret penal) --- Psicologia criminal --- Serveis de seguretat privats --- Psicopatologia --- Depressió psíquica en els adolescents --- Trastorns de la conducta en els adolescents --- Psiquiatria de l'adolescència --- Control d'armes --- Control d'armes de foc --- Control de les armes curtes --- Armes de foc --- Tinença il·lícita d'armes --- Centres d'ensenyament --- Centres docents --- Centres educatius --- Col·legis --- Establiments docents --- Institucions educatives --- Institucions públiques --- Alumnes --- Centres d'educació especial --- Conservatoris de música --- Escoles a l'aire lliure --- Escoles alternatives --- Escoles bressol --- Escoles d'estiu --- Escoles de música --- Escola nova --- Escoles petites --- Escoles públiques --- Escoles rurals --- Escoles urbanes --- Escoles secundàries --- Internats --- Universitats --- Activitats dirigides --- Colònies escolars --- Cursos per correspondència --- Educació --- E.U.A. --- EE.UU. --- EUA --- Estados Unidos de América --- Estats Units --- U.S.A. --- United States --- United States of America --- USA --- Amèrica del Nord --- Alabama --- Alaska --- Arizona --- Arkansas --- Califòrnia --- Carolina del Nord --- Carolina del Sud --- Colorado --- Connecticut --- Dakota del Nord --- Dakota del Sud --- Delaware --- Florida --- Geòrgia --- Guadalupe Mountains (Estats Units d'Amèrica : Serralada) --- Hawaii --- Idaho --- Illinois --- Indiana --- Iowa --- Kansas --- Kentucky --- Louisiana --- Maine --- Maryland --- Massachusetts --- Michigan --- Minnesota --- Mississipí --- Missouri --- Montana --- Nebraska --- Nevada --- Nou Hampshire --- Nou Mèxic --- Nova Jersey --- Nova York (Estat) --- Oest (Estats Units d'Amèrica) --- Ohio --- Oklahoma --- Oregon --- Pennsilvània --- Rhode Island --- Tennessee --- Texas --- Utah --- Vermont --- Virgínia --- Virgínia de l'Oest --- Washington (Districte de Colúmbia) --- Washington (Estat) --- Wisconsin --- Wyoming --- Yellowstone National Park --- Control of guns --- Firearms control --- Gun control --- Handgun control --- Firearms --- Shootings in schools --- Assault and battery --- School violence --- Government policy --- Est (Estats Units d'Amèrica)