Overview

Through eight compelling stories of restorative literacies, Wolter explores the complex relationships among cognition, metacognition, identity, behavior in schools, and literacies. Based on the principles of restorative justice, restorative literacies are designed to help educators repair harm, restore relationships, and expand the concept of literacy for some of our most disenfranchised and disengaged students. Restorative literacies are not just about growing readers and writers per se. They are about creating a community of care that involves students, teachers, administrators, and families so that all students experience racially, culturally, linguistically, and economically responsive instruction in multiple forms of literacies. Drawing on the author’s rich experiences cultivating a love of reading among her students and studying the practices of other educators, Restorative Literacies advances a provocative set of examples about centering the voice and stories of people in our quest to humanize and reimagine how we care for, about, and with others. Book Features: Presents a literacy model of restorative justice that includes participation from teachers, principals, administrators, and parents. Contains engaging narratives from elementary and secondary schools to illustrate concepts and strategies. Explores compassionate listening as a conscious process of assuring that all involved are fully heard, a skill that requires removing assumptions, judgment, and bias. Identifies practices that take a positive view of learners, as opposed to referring students to special education. Uses restoration as an alternative to pushout practices that are designed to control students and often prevent them from reaching their capacity.

Full Product Details

Author:   Deborah L. Wolter ,  H. Richard Milner IV
Publisher:   Teachers' College Press
Imprint:   Teachers' College Press
Dimensions:   Width: 16.20cm , Height: 1.10cm , Length: 23.50cm
Weight:   0.318kg
ISBN:  

9780807765210

ISBN 10:   080776521
Pages:   160
Publication Date:   12 March 2021
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Active
Availability:   Available To Order  
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Table of Contents

Contents Foreword H. Richard Milner IV vii Preface: Everyone Has a Story ix Whose Stories Get Told? x Chapter Overview xi Acknowledgments xv 1. What Are Restorative Literacies? 1 Response, Repair, and Restoration 2 How Restorative Justice Informs Restorative Literacies 3 Considering the Community 4 Relationships Among Identity, Behavior, and Literacies 5 Humanity, Justice, and a Natural Sense of Curiosity 7 Children’s Rights to Read 8 Relationships Among Responsive Teaching, Sustainability, and Restorative Practices 10 Restorative Literacies 13 2. Noticing the Language of Stories 15 Noticing the Language of Stories 16 Hearing the Language of Silence 19 Watching for Deficit Language 21 Hearing the Language of Race 22 Listening to Goals Instead of Systems 24 3. Compassionate Listening 28 Active Listening and Observing 29 Multiple Lenses 32 Developing Relationships 36 Trauma-Informed Listening 37 Responding to Difficult Behavior 38 Upholding Voices 40 4. Thinking About Literacies 42 Defining Literacies 43 Expanding the Literary Canon 45 Minding Gaps Between Reading Processes and Reading Instruction 50 Literacies in Context 56 5. Restoring Relationships 58 Testing and Vulnerability 59 Fostering Love of Literacies 60 Literacies in Communities and Schools 61 Access, Library Culture, and Diversity 62 Motivation and Engagement 65 Fostering Choice in Reading 67 Scaffolding Strategic Reading 71 Time and Space for Voluminous Reading 72 6. Repairing Harm 74 Dismantling Labels and Categories 75 Groups and Circles 78 Characters in a Restorative Circle 82 Restorative Circles With Multiple Lenses 83 Restorative Circles on Disciplinary Literacy 84 Strategic Reading in Restorative Circles 86 Thoughtfully Choosing and Abandoning Books 87 7. Strengthening Learning With Agency 89 Deeper Inclusion 91 Inquiry and Equity 92 Active Learning and Agency 95 8. Developing Leadership and Sustainability 98 Defining Leadership 99 Toward Sharing Power 101 Opportunities for Developing Leadership 102 A New Collaboration 104 9. Recognizing Literacies and Identities 108 Uncovering Identities 109 Decentering Whiteness 111 Toxic Positivity 115 Fostering Readers’ Identities 116 Conclusion: Restorative Literacies and Restorative Care 118 Stories of Humanity 119 References 122 Index 135 About the Author 144

Reviews

Those who take the time to explore this text will find themselves the beneficiary of the wealth that 'plurality of literacy' can yield. Those who take the time to apply Wolter's work will find themselves shedding ethnocentrism and opening a treasure trove of identities, communities, abilities, and literacies that students already own. Readers will discover not just how to begin the work of creating caring communities in schools, but also why restorative literacy is important for our students and ourselves as well. --Teachers College Record

"""Those who take the time to explore this text will find themselves the beneficiary of the wealth that 'plurality of literacy' can yield. Those who take the time to apply Wolter's work will find themselves shedding ethnocentrism and opening a treasure trove of identities, communities, abilities, and literacies that students already own. Readers will discover not just how to begin the work of creating caring communities in schools, but also why restorative literacy is important for our students and ourselves as well."" --Teachers College Record"

“Those who take the time to explore this text will find themselves the beneficiary of the wealth that ‘plurality of literacy’ can yield. Those who take the time to apply Wolter’s work will find themselves shedding ethnocentrism and opening a treasure trove of identities, communities, abilities, and literacies that students already own. Readers will discover not just how to begin the work of creating caring communities in schools, but also why restorative literacy is important for our students and ourselves as well.” —Teachers College Record

Author Information

Deborah L. Wolter is a retired literacy consultant for Student Intervention and Support Services in Ann Arbor (Michigan) Public Schools. Her books include Reading Upside Down: Identifying and Addressing Opportunity Gaps in Literacy Instruction. Visit the author's website at deborahwolter.com.

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