Gracious space: developing community, taking risks, and expanding socio-emotional awareness in the classroom

References

• Banks, A., & Banks, S. (1998). Fiction and social research: By ice or fire. Altamira Press.
   Google Scholar
• Baskin, C. (2005). Storytelling circles: Reflections of aboriginal protocols in research. Canadian Social Work Review/Revue Canadienne De Service Social, 22(2), 171–187 https://www-jstor-org.libproxy.txstate.edu/stable/41669834.
   Google Scholar
• Bates, B. (2019). Learning theories simplified … and how to apply them to teaching. Sage.
   Google Scholar
• Bianchi, H. (1994). Justice as sanctuary: Toward a system of crime control. Indiana University Press.
   Google Scholar
• Bickmre, K., & Parker, C. (2014). Constructive conflict talk in classrooms: Divergent approaches to addressing divergent perspectives. Theory & Research in Social Education, 42 3 , 291–335. http://doi.org/10.1080/00933104.2014.901199
   Google Scholar
• Boyes-Watson, C. (2008). Peacemaking circles and urban youth: Bringing justice home. Living Justice Press.
   Google Scholar
• Chilton, G., & Leavy, P. (2014). Arts-based research practice: Merging social research and the creative arts. In P. Leavy (Ed.), The Oxford handbook of qualitative research (pp. 203–422). Oxford University Press.
   Google Scholar
• Corte, U., Parker, J. N., & Fine, G. A. (2019). The microsociology of creativity and creative work. Social Psychology Quarterly, 82(4), 333–339. https://doi.org/10.1177/0190272519881629
   Web of Science ®Google Scholar
• Crain, W. (2015). Theories of development: Concepts and applications. Routledge.
   Google Scholar
• Duchese, S., & McMaugh, A. (2016). Education psychology for learning and teaching. Cengage Learning.
   Google Scholar
• Ellis, C., & Bochner, A. (2000). Autoethnography, personal narrative, reflexivity. Researcher as subject. In N. K. Denzin & Lincoln (Eds.), The handbook of qualitative research (pp. 733–768). Sage.
   Google Scholar
• Evans, K., & Vaandering, D. (2016). The little book of restorative justice in education: Fostering responsibility, healing and hope in schools. Good Books.
   Google Scholar
• Falchikov, N. (2005). Improving assessment through student involvement: Practical solutions for aiding learning in higher and further education. Routledge.
   Google Scholar
• Faulkner, S. L. (2018). Poetic inquiry: Poetry as/in/for social research. In P. Leavy (Ed.), Handbook of arts-based research (pp. 208–230). The Guilford Press.
   Google Scholar
• Freeman, T. M., Anderman, L. H., & Jensen, J. M. (2007). Sense of belonging in college freshmen at the classroom and campus levels. The Journal of Experimental Education, 75(3), 203–220. https://doi.org/10.3200/JEXE.75.3.203-220
   Web of Science ®Google Scholar
• Freire, P. (1970). Pedagogy of the oppressed. Continuum.
   Google Scholar
• Freire, P. (1973). Education and conscientização. In P. Freire (Ed.), Education for critical consciousness (pp. 37–52). Continuum.
   Google Scholar
• Goldstin, T. (2006). Toward a future of equitable pedagogy and schooling. Pedagogies: An International Journal, 1(3), 151–169. https://doi.org/10.1207/s15544818ped0103_1
   Google Scholar
• Goodenow, C. (1993). Classroom belonging among early adolescent students: Relationships to motivation and achievement. Journal of Early Adolescents, 13(1), 21–43. https://doi.org/10.1177/0272431693013001002
   Google Scholar
• Guajardo, F., & Guajardo, M. A. (2013). The power of plática. Reflections, 13(1), 159–164 https://reflectionsjournal.net/wp-content/uploads/CopyrightUpdates/Vol13N1/Reflections13.1-The-Power-of-Platica.pdf.
   Google Scholar
• Guajardo, M. A., Guajardo, F., Jensen, C., & Militello, M. (2016). Reframing community partnerships in education: Uniting the power of place and wisdom of people. Routledge.
   Google Scholar
• Hausmann, L. R. M., Schofield, J. W., & Woods, R. L. (2007). Sense of belonging as a predictor of intentions to persist among African American and White first-year college students. Research in Higher Education, 48(7), 803–839. https://doi.org/10.1007/s11162-007-9052-9
   Web of Science ®Google Scholar
• Hooks, B. (1994). Teaching to transgress. Routledge.
   Google Scholar
• Hooks, B. (2003). Teaching community: A pedagogy of hope. Routledge.
   Google Scholar
• Hopkins, B. (2011). The restorative classroom: Using restorative approaches to foster effective learning. Optimus.
   Google Scholar
• Hoyle, R. H., & Crawford, A. M. (1994). Use of individual-level data to investigate group phenomena. Issues and strategies. Small Group Research, 25(4), 464–486. https://doi.org/10.1177/1046496494254003
   Web of Science ®Google Scholar
• Huartado, S., & Carter, D. F. (1997). Effects of college transition and perceptions of the campus racial climate on Latino college students’ sense of belonging. Sociology of Education, 70(4), 324–345. https://doi.org/10.2307/2673270
   Web of Science ®Google Scholar
• Hughes, P. M., Ruder, K., & Nienow, D. (2011). Courageous collaboration with gracious space. The Centre for Ethical Leadership.
   Google Scholar
• Hughes, P. M. (2004). Gracious space: A practical guide for working better together. The Centre for Ethical Leadership.
   Google Scholar
• Kayali, L., & Walters, M. A. (2021). Responding to hate incidents on university campuses: Benefits and barriers to establishing a restorative justice programme. Contemporary Justice Review, 24(1), 64–84. https://doi.org/10.1080/10282580.2020.1762492
   Google Scholar
• Kitche, S. E. (2013). Restoring the professor and the students: A circle process and contemplative practices in a restorative justice seminar. Contemporary Justice Review, 16(1), 28–42. https://doi.org/10.1080/10282580.2013.769307
   Google Scholar
• Leavy, P. (2015). Method meets art. The Guilford Press.
   Google Scholar
• Leavy, P. (2018). Handbook of arts-based research. The Guilford Press.
   Google Scholar
• Lee, T. S., & McCarty, T. L. (2017). Upholding indigenous education sovereignty through critical culturally sustaining/revitalizing pedagogy. In H. S. Alim & D. Paris (Eds.), Culturally sustaining pedagogies: Teaching and learning for justice in a changing world (pp. 61–82). Teachers College Press.
   Google Scholar
• MacNevin, A. L. (2004). Embodying sociological mindfulness: Learning about social inequality through the body. Teaching Sociology, 32(3), 314–321. https://doi.org/10.1177/0092055X0403200306
   Web of Science ®Google Scholar
• Malsbry, C. B., Espinoza, S., & Bales, L. (2016). Liana’s learning in a democratized classroom. Pedagogies: An International Journal, 11(3), 249–269. https://doi.org/10.1080/1554480X.2016.1182435
   Web of Science ®Google Scholar
• Marzano, R. J. (2012, October). Art and science of teaching/the many uses of exit slips. Educational Leadership. http://www.ascd.org/publications/educational-leadership/oct12/vol70/num02/The-Many-Uses-of-Exit-Slips.aspx
   Google Scholar
• McCutheon, G., & Jung, B. (1990). Alternative perspectives on action research. Theory Into Practice, 29(3), 144–151. https://doi.org/10.1080/00405849009543447
   Google Scholar
• McEachran, N., & Oleson, K. E. (2010). Moving from gracious space to gracious conversations: Creating an intercultural welcoming panel. Adult Basic Education and Literacy Journal, 4(3), 178–182 https://eric.ed.gov/?id=EJ906418.
   Google Scholar
• McNiff, J., & Whitehead, J. (2002). Action research: Principles and practice. Routledge.
   Google Scholar
• McNiff, S. (2000). Arts-based research. Jessica Kingsley Publishers.
   Google Scholar
• Morrion, B., & Vaandering, D. (2012). Restorative justice: Pedagogy, praxis, and discipline. Journal of School Violence, 11(138), 138–155. https://doi.org/10.1080/15388220.2011.653322
   Google Scholar
• Murphy, M. C., Gopalan, M., & Carter, E. R. (2020). A customized belonging intervention improves retention of socially disadvantaged students at a broad-access university. Science Advances, 6(29), 7. https://doi.org/10.1126/sciadv.aba4677
   Web of Science ®Google Scholar
• Museus, S. D., Yi, V., & Saelua, N. (2018). How culturally engagement campus environments influence sense of belonging in college: An examination of differences between white and students of color. Journal of Diversity in Higher Education, 11(4), 467–483. https://doi.org/10.1037/dhe0000069
   Web of Science ®Google Scholar
• Palfrey, J., & Ibargüen, A. (2017). Safe space, brave spaces: Diversity and free expression in education. MIT Press.
   Google Scholar
• Parker, C., & Bickmore, K. (2020). Classroom peace circles: Teachers’ professional learning and implementation of restorative dialogue. Teaching and Teacher Education 95 , . http://doi.org/10.1016/j.tate.2020.103129
   Google Scholar
• Pittman, L., & Richmond, A. (2008). University belonging, friendship quality, and psychological adjustment during the transition to college. The Journal of Experimental Education, 76(4), 343–361. https://doi.org/10.3200/JEXE.76.4.343-362
   Web of Science ®Google Scholar
• Pranis, K. (2005). The little book of circle process: A new/old approach to peacemaking. Good Books.
   Google Scholar
• Pranis, K. (2007). Restorative values. In G. Johnstone & D. Van Ness (Eds.), Handbook of restorative justice (pp. 59–74). Willan.
   Google Scholar
• Rinker, J. A., & Jonasonb, C. (2014). Restorative justice as reflective practice and applied pedagogy on college campuses. Journal of Peace Education, 11(2), 162–180. https://doi.org/10.1080/17400201.2014.898628
   Google Scholar
• Romero, R. (2020). Poetic transcription in the sociology classroom: Developing empathy, analytical skills, creativity, and engagement. Teaching Sociology, 48(3), 211–219. https://doi.org/10.1177/0092055X20923703
   Web of Science ®Google Scholar
• Saldaña J. (2014). Blue-Collar Qualitative Research. Qualitative Inquiry, 20(8), 976–980. 10.1177/1077800413513739
   Web of Science ®Google Scholar
• Saldaña, J. (2011). Ethnotheater: Research from page to stage. Left Coast Press.
   Google Scholar
• Sawyer, K., & DeZutter, S. (2009). Disturbed creativity: How collective creations emerge from collaboration. Psychology of Aesthetics, Creativity, and the Arts, 3(2), 81–92. https://doi.org/10.1037/a0013282
   Web of Science ®Google Scholar
• Sawyer, K. (2006). Education for innovation. Thinking Skills and Creativity, 1(1), 41–48. https://doi.org/10.1016/j.tsc.2005.08.001
   Google Scholar
• Sinner, A., Leggo, C., Irwin, R., Gouzouasis, P., & Grauer, K. (2006). Arts-based education research dissertations: Reviewing the practices of new scholars. Canadian Journal of Education, 29(4), 1223–1270. https://doi.org/10.2307/20054216
   Google Scholar
• Spindler, G., & Spindler, L. (2000). Fifty years of anthropology and education 1950-2000. Taylor and Francis e–library.
   Google Scholar
• Sullivan, G. (2005). Art practice as research: Inquiry in the visual arts. Sage Publications.
   Google Scholar
• Sullivan, P., Bobis, J., Downton, A., Feng, M., Livy, S., Hughes, S., McCormick, M., & Russo, J. (2020). Characteristics of learning environments in which students are open to risk taking and mistake making. Australian Primary Mathematics Classroom, 25(2), 3–8.
   Google Scholar
• Tinto, V. (2017). Reflections on student persistence. Student Success, 8(2), 1–8. https://doi.org/10.5204/ssj.v8i2.376
   Web of Science ®Google Scholar
• Vaandering, D. (2014). Relational restorative justice pedagogy in educator professional development. Curriculum Inquiry, 44(4), 508–530. https://doi.org/10.1111/curi.12057
   Web of Science ®Google Scholar
• Whittenburg Ozment, E. (2018). Embracing vulnerability and risk in the classroom: The four-folder approach to discussion-based community learning. Journal of the Scholarship of Teaching and Learning, 18(2), 136–157. https://doi.org/10.14434/josotl.v18i2.22448
   Google Scholar
• Yosso, T. J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race, Ethnicity and Education, 8(1), 69–91. https://doi.org/10.1080/1361332052000341006
   Google Scholar
• Zins, J. E., Weissberg, R. P., Wang, M. C., & Walberg., H. J. (2004). Building academic success on social and emotional learning. Teachers College Press.
   Google Scholar