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Module Specifications..

Current Academic Year 2023 - 2024

Please note that this information is subject to change.

Module Title Restorative Justice for a Contemplative Ed:
Module Code HD591
School 76
Module Co-ordinatorSemester 1: Paul King
Semester 2: Paul King
Autumn: Paul King
Module TeachersPaul King
Irene White
NFQ level 9 Credit Rating 5
Pre-requisite None
Co-requisite None
Compatibles None
Incompatibles None

This module will introduce participants to a restorative justice for a contemplative education approach (RJCE) in relating with students and supporting their engagement with learning. Exploring knowledge, fostering attitudes, developing understanding and practising leadership skills are central for each of the following module aims: i. creating a just and equitable learning climate for students ii. nurturing healthy, inclusive, diverse and transformative relationships with students and other partners in the education process - parents, staff, etc. iii. repairing harm and responding proactively to situations of conflict across the school community iv. identifying the values which informs one’s own learning process as a becoming teacher v. establishing connections between personal subjective experience, professional placement practice and module participation. This module will also introduce students to a range of contemplative practices including short mindfulness exercises, visualisation, relaxation exercises and reflective writing tasks. These are offered to encourage present moment awareness and to avert a preoccupation with the past or an anxiety about the future in the process of teaching and learning. In adopting a Contemplative Educational approach, the module encourages deep learning, shifting to ‘first person’ approaches which connect students to their lived, embodied experience of their own learning. As well as a focus on what happens ‘out there’ students are encouraged to also become more aware of their ‘inner world’ developing a practical intelligence through cultivating attention (learning to be absorbed and to absorb), attunement (awareness of external and internal stimuli), and insight (awareness about one’s own learning processes). Students will be expected to attend and contribute to lectures, interact with module learning resources, actively participate in support tutorials, and engage in peer to peer learning.

Learning Outcomes

1. Demonstrate in-depth knowledge and understanding from evaluating evidence based practice on a restorative justice for a contemplative education approach (RJCE)
2. Identify and appropriately incorporate good practice in RJCE to facilitate an intentional caring and learning climate where cooperation, collaboration, and inclusiveness are evident.
3. Develop a capacity for insightful educational leadership and practise the skills required to work collaboratively with colleagues and other partners in education
4. Adopt a contemplative practice approach to education as a way of grounding oneself amidst the demands and stresses of contemporary living as a human being and as a teacher
5. Introduce students to the professional code of conduct for teachers which serves as a guiding compass to practise ethically in upholding honour and dignity for all in education
6. Critically assess and evaluate a restorative justice for a contemplative education approach (RJCE) to relating and working with students and others.

Workload Full-time hours per semester
Type Hours Description
Lecture24Active Enagement with Reflective practice linked to Placement
Tutorial12Linking Lectures and Placement
Assignment Completion20Research and reflection
Professional Practice70School Placement
Total Workload: 126

All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml

Indicative Content and Learning Activities

Week 1: A Beginner’s Mind: Learning to bump into things
A. Exploring how we will work together and awareness of my own learning process B. Establishing Intentions for the module - learning to become a “good enough” teacher C. Being mindfully present as a Human Being who happens to be a teacher!

Week 2: The School Climate - what’s the weather like around here?
A. The School Climate and Traditional Models of Behaviour/Discipline/Relationship B. Values, Beliefs, Culture and Bias as Agents of Change C. Understanding Behaviour as the communication of our needs

Week 3: Philosophy with Practice - talking and walking
A. Experiencing Injustice and the Wisdom of Trauma B. Brief history of Restoratives Justice for a Contemplative Education (RJCE) C. Defining RJCE D. The philosophy and practice of RJCE - core principles and practices

Week 4: What happened - ATTENDING to the story
A. Watch your language! Language as power in RJCE B. Overview of the RJCE Script C. Attending to the story - telling, listening and what gets in the way

Week 5: Head Space - THINKING Restoratively
A. Thoughts are not Facts B. What, and not Why C. Slowing down

Week 6: Exploring FEELINGS/EMOTIONS Restoratively
A. Paying attention! B. Becoming aware C. The Compass of Shame

Week 7: Moving Forward - ACTING restoratively
A. Being and Doing with... B. Virtues as a Practice - Try it out C. Tolerating the PUCA!

Week 8: Widening the Restorative Circle - Working with Parents/Guardians
A. Context is everything B. Asking for help C. Widening the circle

Week 9: BEING Restorative with Myself
A. Embodying Restoration B. Compassion for Self and Others C. Being good enough D. Beginning again

Assessment Breakdown
Continuous Assessment100% Examination Weight0%
Course Work Breakdown
TypeDescription% of totalAssessment Date
AssignmentDetails will be provided during the module100%Sem 1 End
Reassessment Requirement Type
Resit arrangements are explained by the following categories;
1 = A resit is available for all components of the module
2 = No resit is available for 100% continuous assessment module
3 = No resit is available for the continuous assessment component
This module is category 1
Indicative Reading List

  • Bear, B. G.: 2020, Improving School Climate., Routledge. Available at: https://www-taylorfrancis-com.dcu.idm.oclc.org/books/improving-school-climate-george-bear/e/10.4324/9781351170482, New York:,
  • Brookfield, S. D.: 2017, Becoming a Critically Reflective Teacher, John Wiley & Sons, New York,
  • Evans, K. and Vaandering, D.: 2016, The little book of restorative justice in education: fostering responsibility, healing, and hope in schools., Good Books (Little books of justice & peacebuilding): New York. Available at: http://capitadiscovery.co.uk/dcu/,
  • Davis, J. R.: 2018, Classroom management in teacher education programs, Springer International Publishing (Palgrave Studies in Urban Education), Cham,Switzerland,
  • Dix, Paul: 2017, When the Adults Change, Everything Changes, Crown House Publishing Ltd, UK,
  • Finnis, M.: 2021, Restorative Practice, Crown House Publishing (Independent Thinking Press), Wales,UK.,
  • Hansberry, B: 2016, A practical introduction to restorative practice in schools: theory, skills and guidance., Jessica Kingsley Publishers, London, Philadelphia,
  • Hopkins, Belinda (Ed.): 2016, , Restorative Theory in Practice., Jessica Kingsley Publishers, London:,
  • Razer, M. and Friedman, V. J.: 2019, ‘Building ‘Restorative Relationships’: An Actionable, Practice-Based Model of Inclusive School Practice’ in Schuelka, M. J. et al. (eds.) The SAGE Handbook of Inclusion and Diversity in Education., London,
  • Smith, D., Fisher, D., and Frey, N.: 2015, Better Than Carrots or Sticks: Restorative Practices for Positive Classroom Management, ASCD, Alexandria, VA,
  • Thorsborne, M., Riestenberg, N., & McCluskey, G.: 2019, Getting More Out of Restorative Practice in Schools:Practical Approaches to Improve School Wellbeing and Strengthen Community Engagement., Jessica Kingsley Publishers, London,
  • Thorsborne, M. and Vinegrad, D: 2011, Restorative practices in classrooms: rethinking behaviour management, 2nd, Speechmark, Brackley,
  • Williams, R.: 2018, Being human: bodies, minds, persons, SPCK, London,
Other Resources

Programme or List of Programmes
PMEProfessional Master of Education

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