On the HorizonTable of Contents for On the Horizon. List of articles from the current issue, including Just Accepted (EarlyCite)https://www.emerald.com/insight/publication/issn/1074-8121/vol/31/iss/3/4?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestOn the HorizonEmerald Publishing LimitedOn the HorizonOn the Horizonhttps://www.emerald.com/insight/proxy/containerImg?link=/resource/publication/journal/511a84b1957d6208ce1358379123cca4/urn:emeraldgroup.com:asset:id:binary:oth.cover.jpghttps://www.emerald.com/insight/publication/issn/1074-8121/vol/31/iss/3/4?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestExploring folk songs to educate for resiliencehttps://www.emerald.com/insight/content/doi/10.1108/OTH-10-2022-0064/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestCovid-19 pandemic, war, climate emergency and other recent challenges are inflicting tremendous stress to youth. However, death and tragedy are nowadays considered taboo, as there is generally no standardized nor naturalized discussion on the subject, especially with young people. The current multi-crisis scenario is intensifying the need to incorporate an education on tragedy and resilience in our learning systems. In this context, it is necessary to find suitable teaching resources for this educational challenge that are attractive, entertaining and suitable for children and youth. A resource that meets all these requirements are children’s folk songs (CFSs). Apart from the intrinsic educational potential of music, folk songs have a simplicity and musicality that make them an ideal teaching resource. Considering their oral historical transmission, their survival confirms the attraction that this type of composition causes on children. However, to consider CFSs as an adequate resource to carry out an education for death and tragedy, it is necessary to study whether they present a non-negligible proportion of tragic passages and with enough variety of themes. This paper aims to address the study of the presence of explicit tragic content in Spanish CFSs and thus could be considered a cultural resource with transformative educational potential to develop resilience capabilities on the face of tragedy. An analysis of lyrics of 2,558 Spanish CFSs is presented, using a manual content analysis as well as a computerized content analysis with the aim of identifying the tragic component of these songs and, thereby, assessing their pedagogical potential as a transformative educational resource. The results obtained show a considerable presence of death and tragedy (19.78%) and a variety of tragedy dimensions. CFSs have been transmitted orally not only as a ludic resource, but also to prepare children for life (and death). The results show the complementarity of both analyses to avoid subjectivity while considering the underlying meanings of the songs. This task had previously not been approached in an automated manner in the literature, nor there had been a similar study with a sample of this magnitude. The outcomes obtained show the considerable presence of tragedy in Spanish CFSs and emphasize the interest of this currently undervalued didactic resource.Exploring folk songs to educate for resilience
Juan Albacete-Maza, Antonio Fernández-Cano, Zoraida Callejas
On the Horizon, Vol. 31, No. 3/4, pp.133-146

Covid-19 pandemic, war, climate emergency and other recent challenges are inflicting tremendous stress to youth. However, death and tragedy are nowadays considered taboo, as there is generally no standardized nor naturalized discussion on the subject, especially with young people. The current multi-crisis scenario is intensifying the need to incorporate an education on tragedy and resilience in our learning systems. In this context, it is necessary to find suitable teaching resources for this educational challenge that are attractive, entertaining and suitable for children and youth. A resource that meets all these requirements are children’s folk songs (CFSs). Apart from the intrinsic educational potential of music, folk songs have a simplicity and musicality that make them an ideal teaching resource. Considering their oral historical transmission, their survival confirms the attraction that this type of composition causes on children. However, to consider CFSs as an adequate resource to carry out an education for death and tragedy, it is necessary to study whether they present a non-negligible proportion of tragic passages and with enough variety of themes. This paper aims to address the study of the presence of explicit tragic content in Spanish CFSs and thus could be considered a cultural resource with transformative educational potential to develop resilience capabilities on the face of tragedy.

An analysis of lyrics of 2,558 Spanish CFSs is presented, using a manual content analysis as well as a computerized content analysis with the aim of identifying the tragic component of these songs and, thereby, assessing their pedagogical potential as a transformative educational resource.

The results obtained show a considerable presence of death and tragedy (19.78%) and a variety of tragedy dimensions. CFSs have been transmitted orally not only as a ludic resource, but also to prepare children for life (and death). The results show the complementarity of both analyses to avoid subjectivity while considering the underlying meanings of the songs.

This task had previously not been approached in an automated manner in the literature, nor there had been a similar study with a sample of this magnitude. The outcomes obtained show the considerable presence of tragedy in Spanish CFSs and emphasize the interest of this currently undervalued didactic resource.

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Exploring folk songs to educate for resilience10.1108/OTH-10-2022-0064On the Horizon2023-06-13© 2023 Juan Albacete-Maza, Antonio Fernández-Cano and Zoraida CallejasJuan Albacete-MazaAntonio Fernández-CanoZoraida CallejasOn the Horizon313/42023-06-1310.1108/OTH-10-2022-0064https://www.emerald.com/insight/content/doi/10.1108/OTH-10-2022-0064/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Juan Albacete-Maza, Antonio Fernández-Cano and Zoraida Callejashttp://creativecommons.org/licences/by/4.0/legalcode
Global trends in disruptive technological change: social and policy implications for educationhttps://www.emerald.com/insight/content/doi/10.1108/OTH-02-2023-0007/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThe purpose of this study is to identify global trends in disruptive technological change and map the social and policy implications, particularly as they relate to the educational ecosystem and main stakeholders across all levels of education. The authors conducted a two-stage meta-analysis of 1,155 scholarly, peer-reviewed articles. The investigation involves a systematized literature review for data identification and collation adhering to defined selection criteria, and a network analysis to scrutinize data, consolidate information and unveil correlations and patterns from the literature review to produce a set of recommendations. The study unveiled educational trends related to disruptive technologies and delineated four principal clusters representing how these technologies are transforming the education ecosystem. Additionally, a series of transversal aspects that reveal a societal vulnerability toward future prospects in the realms of ethics, sustainability, resilience, security, and policy were identified. The findings spotlight an enlarging chasm between industry (and society at large) and conventional education, where many transformations triggered by disruptive technologies remain absent from teaching and learning systems. The study further offers recommendations and envisions potential scenarios, urging stakeholders to respond based on their positions concerning disruptive technologies. Expanding from the meta-analysis of pertinent literature, this paper offers four collections of curated resources, four mini case studies and four scenarios for policymakers and local communities to consider, enabling them to plot courses for their optimal futures.Global trends in disruptive technological change: social and policy implications for education
John W. Moravec, María Cristina Martínez-Bravo
On the Horizon, Vol. 31, No. 3/4, pp.147-173

The purpose of this study is to identify global trends in disruptive technological change and map the social and policy implications, particularly as they relate to the educational ecosystem and main stakeholders across all levels of education.

The authors conducted a two-stage meta-analysis of 1,155 scholarly, peer-reviewed articles. The investigation involves a systematized literature review for data identification and collation adhering to defined selection criteria, and a network analysis to scrutinize data, consolidate information and unveil correlations and patterns from the literature review to produce a set of recommendations.

The study unveiled educational trends related to disruptive technologies and delineated four principal clusters representing how these technologies are transforming the education ecosystem. Additionally, a series of transversal aspects that reveal a societal vulnerability toward future prospects in the realms of ethics, sustainability, resilience, security, and policy were identified.

The findings spotlight an enlarging chasm between industry (and society at large) and conventional education, where many transformations triggered by disruptive technologies remain absent from teaching and learning systems. The study further offers recommendations and envisions potential scenarios, urging stakeholders to respond based on their positions concerning disruptive technologies.

Expanding from the meta-analysis of pertinent literature, this paper offers four collections of curated resources, four mini case studies and four scenarios for policymakers and local communities to consider, enabling them to plot courses for their optimal futures.

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Global trends in disruptive technological change: social and policy implications for education10.1108/OTH-02-2023-0007On the Horizon2023-09-05© 2023 Emerald Publishing LimitedJohn W. MoravecMaría Cristina Martínez-BravoOn the Horizon313/42023-09-0510.1108/OTH-02-2023-0007https://www.emerald.com/insight/content/doi/10.1108/OTH-02-2023-0007/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
A serial mediation model of the linkage between entrepreneurial education, self-efficacy, attitudes and intentions: does gender matter? A multi-group analysishttps://www.emerald.com/insight/content/doi/10.1108/OTH-01-2023-0002/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis paper aims to use the Social Cognitive Career Theory and a serial mediation model to explore how entrepreneurial self-confidence and attitudes mediate the connection between entrepreneurial education and entrepreneurial intention. Additionally, the study seeks to examine how gender impacts these relationships. To test the formulated hypothesis and the serial mediation effect, a sample of 1,266 master’s students from nine universities/institutions across three primary regions of Vietnam was used. The structural equation modeling technique, with Gaskin (2019)'s plugin and a 5,000-bootstrapping sample, was applied. Also, a multi-group analysis was used to illustrate the differences between male and female students in the relationships between variables. The research reveals that entrepreneurial education plays a contributive role in increasing entrepreneurial self-efficacy, entrepreneurial attitudes and startup intentions. Entrepreneurial self-efficacy and entrepreneurial attitudes also serve as serial mediators in the entrepreneurial education-intention relation. Moreover, this study demonstrates the significant moderation role of gender in these links. The outcomes of the current research hold significance for educators, policymakers and practitioners, as they can use these findings to encourage individuals to engage in entrepreneurial activities and to improve the overall entrepreneurial ecosystems. The current research sheds new light on the entrepreneurship and gender literature by using the Social Cognitive Career Theory to elucidate the serial mediating role of entrepreneurial self-efficacy and entrepreneurial attitudes in the relation between entrepreneurial education and entrepreneurial intentions.A serial mediation model of the linkage between entrepreneurial education, self-efficacy, attitudes and intentions: does gender matter? A multi-group analysis
Cong Doanh Duong
On the Horizon, Vol. 31, No. 3/4, pp.174-195

This paper aims to use the Social Cognitive Career Theory and a serial mediation model to explore how entrepreneurial self-confidence and attitudes mediate the connection between entrepreneurial education and entrepreneurial intention. Additionally, the study seeks to examine how gender impacts these relationships.

To test the formulated hypothesis and the serial mediation effect, a sample of 1,266 master’s students from nine universities/institutions across three primary regions of Vietnam was used. The structural equation modeling technique, with Gaskin (2019)'s plugin and a 5,000-bootstrapping sample, was applied. Also, a multi-group analysis was used to illustrate the differences between male and female students in the relationships between variables.

The research reveals that entrepreneurial education plays a contributive role in increasing entrepreneurial self-efficacy, entrepreneurial attitudes and startup intentions. Entrepreneurial self-efficacy and entrepreneurial attitudes also serve as serial mediators in the entrepreneurial education-intention relation. Moreover, this study demonstrates the significant moderation role of gender in these links.

The outcomes of the current research hold significance for educators, policymakers and practitioners, as they can use these findings to encourage individuals to engage in entrepreneurial activities and to improve the overall entrepreneurial ecosystems.

The current research sheds new light on the entrepreneurship and gender literature by using the Social Cognitive Career Theory to elucidate the serial mediating role of entrepreneurial self-efficacy and entrepreneurial attitudes in the relation between entrepreneurial education and entrepreneurial intentions.

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A serial mediation model of the linkage between entrepreneurial education, self-efficacy, attitudes and intentions: does gender matter? A multi-group analysis10.1108/OTH-01-2023-0002On the Horizon2023-09-08© 2023 Emerald Publishing LimitedCong Doanh DuongOn the Horizon313/42023-09-0810.1108/OTH-01-2023-0002https://www.emerald.com/insight/content/doi/10.1108/OTH-01-2023-0002/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
Self Managed Learning: a hybrid of Progressive and Democratic Educationhttps://www.emerald.com/insight/content/doi/10.1108/OTH-08-2023-0029/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThe book has generated a passionate dialogue-disagreement (mostly but not entirely) with the book. Dialogue-disagreement is based on challenges, disagreements and rebuttals between opponents, often belonging to different, even irreconcilable, paradigms. The goal of dialogue-disagreement is not so much to convince the opponent to change their mind but rather to critically examine and problematize the two involved paradigms: the authors’ and the reviewer’s. By taking the generated challenges and disagreements seriously, both irreconcilable paradigms can grow through their replies. Dialogue-disagreement gives the participants–opponents the gift of revealing their own paradigmatic blind spots, which are often invisible from within their paradigms. Dialogue-disagreement is exploratory and based on an agnostic relationship between frenemies, i.e. “friendly enemies.” This is a critical book review essay of Self Managed Learning and the New Educational Paradigm (Cunningham, 2021). The reviewer views Ian Cunningham’s Self Managed Learning educational paradigm as a hybrid of Progressive and Democratic Education, while the reviewer sees his/her Self-Education paradigm as entirely Democratic (and Dialogic). Elsewhere, the reviewer discussed and critically analyzed the Progressive Education paradigm, which generally involves channeling the student’s learning activism and subjectivity toward learning outcomes desired by an educator. It uses the educator’s manipulation of the student’s subjectivity to make them study what the educator wants them to study. In contrast, the paradigm of Democratic Education assumes that the educatee is the final authority of their own education. The educatee decides whether to study, when to study, what to study, how to study, with whom to study, where to study, for what purpose to study and so on. The educatee makes these decisions by themselves or with the help of other people at the educatee’s discretion and conditions. The reviewer charges that Ian’s Self Managed Learning paradigm is a hybrid of both paradigms, with the Progressive Education paradigm taking the lead and exploiting the Democratic Education paradigm. The book presented a unique, innovative practice worth a critical analysis. The reviewer’s dialogue-disagreement with the book reveals a particular hybrid of Progressive and Democratic Education which is common to some innovative self-directed learning.Self Managed Learning: a hybrid of Progressive and Democratic Education
Eugene Matusov
On the Horizon, Vol. 31, No. 3/4, pp.196-205

The book has generated a passionate dialogue-disagreement (mostly but not entirely) with the book. Dialogue-disagreement is based on challenges, disagreements and rebuttals between opponents, often belonging to different, even irreconcilable, paradigms. The goal of dialogue-disagreement is not so much to convince the opponent to change their mind but rather to critically examine and problematize the two involved paradigms: the authors’ and the reviewer’s. By taking the generated challenges and disagreements seriously, both irreconcilable paradigms can grow through their replies. Dialogue-disagreement gives the participants–opponents the gift of revealing their own paradigmatic blind spots, which are often invisible from within their paradigms. Dialogue-disagreement is exploratory and based on an agnostic relationship between frenemies, i.e. “friendly enemies.”

This is a critical book review essay of Self Managed Learning and the New Educational Paradigm (Cunningham, 2021).

The reviewer views Ian Cunningham’s Self Managed Learning educational paradigm as a hybrid of Progressive and Democratic Education, while the reviewer sees his/her Self-Education paradigm as entirely Democratic (and Dialogic). Elsewhere, the reviewer discussed and critically analyzed the Progressive Education paradigm, which generally involves channeling the student’s learning activism and subjectivity toward learning outcomes desired by an educator. It uses the educator’s manipulation of the student’s subjectivity to make them study what the educator wants them to study. In contrast, the paradigm of Democratic Education assumes that the educatee is the final authority of their own education. The educatee decides whether to study, when to study, what to study, how to study, with whom to study, where to study, for what purpose to study and so on. The educatee makes these decisions by themselves or with the help of other people at the educatee’s discretion and conditions. The reviewer charges that Ian’s Self Managed Learning paradigm is a hybrid of both paradigms, with the Progressive Education paradigm taking the lead and exploiting the Democratic Education paradigm.

The book presented a unique, innovative practice worth a critical analysis. The reviewer’s dialogue-disagreement with the book reveals a particular hybrid of Progressive and Democratic Education which is common to some innovative self-directed learning.

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Self Managed Learning: a hybrid of Progressive and Democratic Education10.1108/OTH-08-2023-0029On the Horizon2023-09-22© 2023 Emerald Publishing LimitedEugene MatusovOn the Horizon313/42023-09-2210.1108/OTH-08-2023-0029https://www.emerald.com/insight/content/doi/10.1108/OTH-08-2023-0029/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
Influences of entrepreneurship skills and universities on the promotion of entrepreneurial intentions of students; mediating role of business simulation gameshttps://www.emerald.com/insight/content/doi/10.1108/OTH-10-2022-0062/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestEntrepreneurship has become a widely accepted concept in the past few decades due to its prominent role in economic activity and economic development of a nation. Promotion of entrepreneurship can be ensured with the help of entrepreneurship teaching and learning through higher education institutions. Similarly, entrepreneurship skills play a significant role in the promotion of students’ intentions to become entrepreneurs. This study aims to examine the role of universities and entrepreneurship skills on the entrepreneurial intentions of students. Business simulation games is taken as mediator between university role and entrepreneurial intentions as well as entrepreneurship skills and entrepreneurial intentions. This research has used Smart PLS to perform a PLS-SEM technique with a data of 378 students from higher education institutions of Malaysia. The results of data analysis show a positive role of universities and entrepreneurship skills in the promotion of student’s entrepreneurial intentions. Moreover, business simulation games positively mediates the relationship between dependent and independent variables. Results of this research prove that entrepreneurial skills and university support have a significant part in the promotion of entrepreneurship intentions of students. As students use the electronic resources such as business simulation games, their skills, attitude and practical knowledge is positively enhanced and eventually it positively impacts the intention of students to become entrepreneurs. Therefore, it is believed that promotion of entrepreneurial skills in students via business simulation games and positive role of universities in promoting entrepreneurship will have a significant positive influence on the students’ entrepreneurial intentions.Influences of entrepreneurship skills and universities on the promotion of entrepreneurial intentions of students; mediating role of business simulation games
Muhammad Salman Shabbir, Ebetuel Pallares-Venegas
On the Horizon, Vol. ahead-of-print, No. ahead-of-print, pp.-

Entrepreneurship has become a widely accepted concept in the past few decades due to its prominent role in economic activity and economic development of a nation. Promotion of entrepreneurship can be ensured with the help of entrepreneurship teaching and learning through higher education institutions. Similarly, entrepreneurship skills play a significant role in the promotion of students’ intentions to become entrepreneurs. This study aims to examine the role of universities and entrepreneurship skills on the entrepreneurial intentions of students.

Business simulation games is taken as mediator between university role and entrepreneurial intentions as well as entrepreneurship skills and entrepreneurial intentions. This research has used Smart PLS to perform a PLS-SEM technique with a data of 378 students from higher education institutions of Malaysia.

The results of data analysis show a positive role of universities and entrepreneurship skills in the promotion of student’s entrepreneurial intentions. Moreover, business simulation games positively mediates the relationship between dependent and independent variables.

Results of this research prove that entrepreneurial skills and university support have a significant part in the promotion of entrepreneurship intentions of students. As students use the electronic resources such as business simulation games, their skills, attitude and practical knowledge is positively enhanced and eventually it positively impacts the intention of students to become entrepreneurs. Therefore, it is believed that promotion of entrepreneurial skills in students via business simulation games and positive role of universities in promoting entrepreneurship will have a significant positive influence on the students’ entrepreneurial intentions.

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Influences of entrepreneurship skills and universities on the promotion of entrepreneurial intentions of students; mediating role of business simulation games10.1108/OTH-10-2022-0062On the Horizon2024-02-15© 2024 Emerald Publishing LimitedMuhammad Salman ShabbirEbetuel Pallares-VenegasOn the Horizonahead-of-printahead-of-print2024-02-1510.1108/OTH-10-2022-0062https://www.emerald.com/insight/content/doi/10.1108/OTH-10-2022-0062/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
Restorative practices, consequences, and international schoolshttps://www.emerald.com/insight/content/doi/10.1108/OTH-12-2023-0039/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis paper investigates the interplay between consequences in restorative practices (RP) and the synergies with responsive classroom, particularly in international schools. Addressing critics who deem RP a “soft option”, the study defines “restorative consequences” within the RP framework. It analyses literature and three school policies, focusing on international school needs. Emphasising the importance of accountability, the paper explores the role of logical consequences in preventing perceived permissiveness. By comparing RP and Responsive Classroom, it seeks to guide school leaders in aligning transformative change with their vision and values. This paper aims to enhance understanding, offer practical insights and address challenges in RP implementation. This research delves into the relationship between RP and consequences in international schools, addressing concerns about RP’s perceived lack of accountability. It defines “restorative consequences” within the RP framework, examining RP integration into school policies. Through a literature review and analysis of three RP policies, the study extracts insights for international schools, emphasising the role of logical consequences in preventing perceived permissiveness. In addition, a comparative evaluation of responsive classroom and RP identifies effective models for transformative change. The research aims to empower international school leaders with informed decision-making, offering insights into challenges and strategies for effective RP implementation in alignment with institutional values. In delving into the positive discipline approach advocated by responsive classroom, it becomes evident that there exists a potential synergy between various disciplinary systems. Emphasising logical consequences as a pivotal component in school behaviour policies, it is crucial to apply them through the lens of social discipline window (SDW), specifically the “with” approach, incorporating both high levels of support and accountability. Recognizing this dynamic is essential as the authors endeavour to construct effective policies that not only align with responsive classroom values and methods but also prove practical in real-world application. Furthermore, within the international context, responsive classroom has demonstrated its ability to address the social and emotional needs of third culture kids. This revelation presents compelling grounds for the adoption of responsive classroom in international schools contemplating systemic transformations. The study acknowledges limitations stemming from the reviewed RP policies, primarily the exceptional one derived from a large, well-supported school district, which may not be universally applicable, especially in diverse international schools. The potential for reputational damage to RP exists if policies lack comprehensive detailing and troubleshooting for varied classroom scenarios. Teacher testimonials carry significant weight, necessitating greater involvement in RP training and research. International schools face unique challenges in achieving staff “buy-in”, requiring culturally responsive training to overcome Western-centric perceptions. The clash of RP with authoritarian cultures poses challenges, emphasising the need for clear values. While the exemplary RP policy reviewed is from a large, well-supported school district, this may not apply universally, particularly in international schools with diverse affiliations. To safeguard RP’s reputation, detailed policies addressing classroom nuances are crucial. Recognising the influence of teacher testimonials and involving educators in RP training and research is pivotal. International schools face a unique challenge in ensuring staff alignment with RP, requiring culturally responsive training to dispel Western-centric perceptions. Acknowledging RP’s clash with authoritarian cultures, schools must establish clear values. Drawing from educational theorists, future RP research should explicitly explore the consequences–RP relationship, enhancing the understanding of the SDW The research’s social implications emphasise the need for transparent and detailed RP policies to prevent reputational damage and rejection. Recognising the influence of teacher testimonials, active involvement of educators in RP training is crucial. For international schools, culturally responsive training is vital to overcome Western-centric perceptions and ensure staff alignment. The study underscores the challenge of RP conflicting with authoritarian cultures, emphasising the importance of clear values. Furthermore, it advocates for a nuanced dialogue on the consequences–RP relationship to enhance understanding within the SDW. These implications stress context-specific and inclusive approaches for effective RP implementation in diverse educational settings. The research offers significant originality by addressing the underdeveloped literature on the role of RP in international schools. It contributes novel insights by defining “restorative consequences” within the RP framework and examining the interplay between consequences and RP in school policies. The comparative evaluation of Responsive Classroom and RP adds a distinctive dimension, guiding international school leaders in transformative decision-making. Moreover, the study advocates for a culturally responsive approach, challenging Western-centric perceptions. This unique focus on consequences, accountability and cultural considerations positions the research as a pioneering contribution, offering valuable perspectives for effective RP implementation and policymaking in diverse educational settings.Restorative practices, consequences, and international schools
Alistair Goold
On the Horizon, Vol. ahead-of-print, No. ahead-of-print, pp.-

This paper investigates the interplay between consequences in restorative practices (RP) and the synergies with responsive classroom, particularly in international schools. Addressing critics who deem RP a “soft option”, the study defines “restorative consequences” within the RP framework. It analyses literature and three school policies, focusing on international school needs. Emphasising the importance of accountability, the paper explores the role of logical consequences in preventing perceived permissiveness. By comparing RP and Responsive Classroom, it seeks to guide school leaders in aligning transformative change with their vision and values. This paper aims to enhance understanding, offer practical insights and address challenges in RP implementation.

This research delves into the relationship between RP and consequences in international schools, addressing concerns about RP’s perceived lack of accountability. It defines “restorative consequences” within the RP framework, examining RP integration into school policies. Through a literature review and analysis of three RP policies, the study extracts insights for international schools, emphasising the role of logical consequences in preventing perceived permissiveness. In addition, a comparative evaluation of responsive classroom and RP identifies effective models for transformative change. The research aims to empower international school leaders with informed decision-making, offering insights into challenges and strategies for effective RP implementation in alignment with institutional values.

In delving into the positive discipline approach advocated by responsive classroom, it becomes evident that there exists a potential synergy between various disciplinary systems. Emphasising logical consequences as a pivotal component in school behaviour policies, it is crucial to apply them through the lens of social discipline window (SDW), specifically the “with” approach, incorporating both high levels of support and accountability. Recognizing this dynamic is essential as the authors endeavour to construct effective policies that not only align with responsive classroom values and methods but also prove practical in real-world application. Furthermore, within the international context, responsive classroom has demonstrated its ability to address the social and emotional needs of third culture kids. This revelation presents compelling grounds for the adoption of responsive classroom in international schools contemplating systemic transformations.

The study acknowledges limitations stemming from the reviewed RP policies, primarily the exceptional one derived from a large, well-supported school district, which may not be universally applicable, especially in diverse international schools. The potential for reputational damage to RP exists if policies lack comprehensive detailing and troubleshooting for varied classroom scenarios. Teacher testimonials carry significant weight, necessitating greater involvement in RP training and research. International schools face unique challenges in achieving staff “buy-in”, requiring culturally responsive training to overcome Western-centric perceptions. The clash of RP with authoritarian cultures poses challenges, emphasising the need for clear values.

While the exemplary RP policy reviewed is from a large, well-supported school district, this may not apply universally, particularly in international schools with diverse affiliations. To safeguard RP’s reputation, detailed policies addressing classroom nuances are crucial. Recognising the influence of teacher testimonials and involving educators in RP training and research is pivotal. International schools face a unique challenge in ensuring staff alignment with RP, requiring culturally responsive training to dispel Western-centric perceptions. Acknowledging RP’s clash with authoritarian cultures, schools must establish clear values. Drawing from educational theorists, future RP research should explicitly explore the consequences–RP relationship, enhancing the understanding of the SDW

The research’s social implications emphasise the need for transparent and detailed RP policies to prevent reputational damage and rejection. Recognising the influence of teacher testimonials, active involvement of educators in RP training is crucial. For international schools, culturally responsive training is vital to overcome Western-centric perceptions and ensure staff alignment. The study underscores the challenge of RP conflicting with authoritarian cultures, emphasising the importance of clear values. Furthermore, it advocates for a nuanced dialogue on the consequences–RP relationship to enhance understanding within the SDW. These implications stress context-specific and inclusive approaches for effective RP implementation in diverse educational settings.

The research offers significant originality by addressing the underdeveloped literature on the role of RP in international schools. It contributes novel insights by defining “restorative consequences” within the RP framework and examining the interplay between consequences and RP in school policies. The comparative evaluation of Responsive Classroom and RP adds a distinctive dimension, guiding international school leaders in transformative decision-making. Moreover, the study advocates for a culturally responsive approach, challenging Western-centric perceptions. This unique focus on consequences, accountability and cultural considerations positions the research as a pioneering contribution, offering valuable perspectives for effective RP implementation and policymaking in diverse educational settings.

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Restorative practices, consequences, and international schools10.1108/OTH-12-2023-0039On the Horizon2024-03-25© 2024 Emerald Publishing LimitedAlistair GooldOn the Horizonahead-of-printahead-of-print2024-03-2510.1108/OTH-12-2023-0039https://www.emerald.com/insight/content/doi/10.1108/OTH-12-2023-0039/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited