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.

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9780807765203

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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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