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The Impact of Arab American Muslims’ Identities on Their Children’s Experience of Mainstream Schooling in the United States

leaders and shifts in power dynamics. In Chapter 5, “When Students Become the Leaders: Letting Go of Punitive Control and Letting Students Lead,” Gardner illuminates how to build the concept of peer mentoring via a student justice panel. In the chapter scenario, Jose, a student, throws an apple, hitting the wall in front of the principal. Jose denies the incident. The principal suspends him for 5 days. The student justice panel with advice from a teacher serves as a check and balance in the system. In this case, the student justice panel challenged the principal’s ruling, explaining Jose’s punishment was not appropriate. The panel asked Jose to apologize, clean the cafeteria for a week, and reflect on the core value of responsibility that he violated. However, the panel asked Jose not to miss any additional class time because that would not serve to advance his academic learning. All mutual parties agreed and the collective monitored the follow through. In the remaining portion of Chapter 5, Gardner highlights the tension filled with complexities of student justice panel and provides an overview of the methods and the subsequent steps to create a student justice panel within a school. In Chapter 6, “Restorative Justice as Twenty-First Century Leadership Skills: Thinking Critically in a World of Social Disorder,” building upon Chapter 5, Gardner builds upon Chapter 5 and continues to share examples of using social justice panels and circles. In the subsequent chapters, Gardner invites colleagues to contribute portraits of restorative justice within their schools. In Chapter 7, “Starting Young: Restorative Justice Discipline Practices at the Elementary School Level,” Gardner, with contributions from Jeremiah Jefferies, shares lower and upper elementary to middle school practices. Scenarios are woven alongside specific details of how to set up restorative justice circles and conflict managers as well as other structural components and tips to use such practices within classrooms and schools. Chapter 8, “Struggles and Opportunities: Overcoming the Challenges of Implementing a Restorative Model,” Renjitham Alfred and Rekia Jibrin explore the complexities of a school context and the overwhelming burden it can be to teachers who are committed to building a restorative justice system. The authors characterize the pressures that are placed on teachers and ways to alleviate them through changes and hiring a coordinator to support the system implementation. In Chapter 9, “Adult Restorative Circles and Adult Reflection: Teachers Building a Foundation of Community,” Gardner illustrates how urban school staff employ the impetus and mechanisms to build restorative processes. This book provides a diverse portrait of social justice, focusing mainly on high school contexts with more minor elementary and adult contexts. There are a series of appendices that provide sample procedures, paper work, training, and reflection prompts to implement restorative justice. The varied scenarios provoke the reader to think about ways to use restorative justice. Overall, the book could use additional organizational structure for the reader to further grasp and separate out the salient points. Additionally, it is at times repetitive. Nevertheless, suggested insights, supports, and inspiring stories make important contributions to discussions on changing punitive school discipline. To order a copy of Discipline Over Punishment: Successes and Struggles with Restorative Justice in Schools, contact Rowman & Littlefield, 4501 Forbes Blvd., Suite 200, Lanham, MD 20706. Tel: 1-800462-6420. Fax: 1-800-338-4550. Web site: https:// rowman.com/.