Restorative justice has become a widely used intervention in urban schools to address the ways that students of color and students with disabilities disproportionately face punitive disciplinary action. As such, understanding the perspectives of teachers of these students is of the utmost importance. Using Dis/ability Critical Race Studies as a theoretical framework, this interpretivist interview study centers the perspectives of three special education teachers as restorative justice is implemented at a predominantly Black urban school. This work has implications for more culturally relevant implementation of restorative justice. It also highlights the ways that race and disability impact school culture.
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