Dorothy Vaandering

Memorial University of Newfoundland · Faculty of Education

This paper introduces a new critical peace methodology—Relational Critical Discourse Analysis. For research to contribute to the well-being of people and their societies, traditional research methodologies need to be examined for biases and contributions to societal harm, and new approaches that contribute to just and equitable cultures need to be...

Our group of early- and mid-career women faculty members in a mid-sized Canadian university examined the peer review process and our experiences of being reviewed. Using post-structural feminist literature, we theorised how subjectivities are shaped by the pressures of neoliberal incursions into university work. The impact of peer review can be sev...

Our group of early and mid-career women faculty members in a mid-sized Canadian university examined the peer review process and our experiences of being reviewed. Using post-structural feminist literature we theorized how subjectivities are shaped by the pressures of neoliberal incursions into university work. The impact of peer review can be sever...

This article explores public perceptions of restorative justice through the examination of media articles and negative online reader comments surrounding a high-profile incident in a Canadian university in which a restorative process was successfully engaged. Utilising relational discourse analysis, we identify how restorative justice is presented...

Restorative justice (RJ) holds significant potential as a means for nurturing relational school cultures and addressing harm within those contexts. However, educators participating in professional development (pd), often articulate a commitment to RJ in principle but tend to continue practicing a pedagogy that focuses on controlling student (mis) b...

A narrative approach was used to explore the experiences of 14 women who pursued academic careers. At the time of writing, 4 of these women were on contract and 10 were tenure-track. Analysis of the personal reflective narratives uncovered themes common to the participants and authors of this study, namely: varying pathways and driving forces into...

Reflecting, sharing, and producing knowledge about the process of writing and collaboration in a writing group is the focus of this qualitative project, in which we explore a complex weaving of knowledge, subjectivity, and representation. In this group are eight women faculty, all of whom are individually working on writing projects in their own ar...

This qualitative research project explored the experiences of women who juggle the demands of family or parenthood while engaging in academic careers at a faculty of education. The researcher-participants consisted of 11 women; 9 women provided a written narrative, and all women participated in the data analysis. The data consisted of the personal,...

Feminist postmodernism criticizes dominant assumptions of rational ways of knowing and how science creates ‘truth-effects’ through language . In this qualitative self-study project, we show how the arts support participation and collaboration in creating understanding. By questioning ways of representation, knowledge construction and collaboration,...

What would a professional development experience rooted in the philosophy, principles, and practices of restorative justice look and feel like? This article describes how such a professional development project was designed to implement restorative justice principles and practices into schools in a proactive, relational and sustainable manner by us...

In the ongoing pursuit for creating safe, nurturing and relational school cultures, educators continue to turn to restorative justice (rj) principles and practice. Predominantly, schools begin to engage with rj in an effort to address harm done, causing its discourse to be situated in literature tied to classroom management and behaviour. However,...

For many academics, the challenge of traversing the competitive discourse demands of conducting research and publishing journal articles while navigating teaching and administrative loads often leads to anxiety and stress. Becoming an academic is often an implicit process where one is left alone to find one’s way. Located in Canada, the Faculty of...

Inherent in the task of theorising is a responsibility for ongoing critical reflection of the ideas presented (Steele, 2010). To that end, this article responds to the invitation extended by McCold and Wachtel to examine the conceptual theory of restorative justice they first presented in 2003 and which continues to be promoted globally. One partic...

Our faculty writing group in the Faculty of Education at Memorial University of Newfoundland, Canada began in 2009 and over the past three years it has grown into a successfully publishing community of practice. When we have presented papers on the writing group at conferences, we have found that the first question asked tends to be: How did you ge...

In the ongoing effort of designing school contexts in support of proactive discipline, a range of practices and theoretical frameworks have been advanced, from behaviorist approaches to social and emotional learning. This article describes the theory and practice of restorative justice with the aim of defining this distinctive paradigm, in comparis...

In the field of restorative justice (RJ) there is regular debate regarding the terms restorative and justice. In spite of efforts to come to a common vision, this ongoing discussion illustrates how theoretical and practical disagreements have resulted in RJ being characterized as ambiguous and inconsistent within the judicial context and beyond. Ar...