Between Being “Acted Upon and Acting”: An Educator’s Experience in Framing Peace Through Restorative Justice

Vaandering, Dorothy (2015) Between Being “Acted Upon and Acting”: An Educator’s Experience in Framing Peace Through Restorative Justice. In: Framing Peace: Thinking about and Enacting Curriculum as Radical Hope. Peter Lang, New York. ISBN 978-1-4541-9902-1 (Submitted)

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Abstract

Am I honouring? Am I measuring? What message am I sending? These three questions frame my daily encounter with life and learning. They have made the framing of peace a personal matter. They embody Butler’s (2009) challenge to recognize how lives are made precarious through the frames we employ to view humanity, as well as our collective responsibility for nurturing what it means to be fully human. They tap directly into the foundation of this book –to acknowledge our common vulnerability and explore how to transform our melancholia “to forms of mourning that include a ‘turning, working, cultivating [of] oneself in a different direction’” (White, 2000, p. 100). Through their use, verticality and horizontality of curriculum come to life so that I and my students are better able to “live the educational experience” (Pinar, 2007). ‘Currere’ becomes a verb so that, as an educator, I am no longer able to teach “about” life but must engage life with my students. As such, the questions constitute a frame of peace that allows me to take up my responsibility as a curriculum writer and practitioner.

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