Navajo Peacemaking

Abstract

The inclusion of Navajo peacemaking within the classroom is especially timely with Flagstaff Unified School District’s recent decision to implement the restorative justice model of behavior management within the district schools. Peacemaking and restorative justice differ, despite their similarities, so a Navajo peacemaking model would accomplish the same objective in a solidly applicable, more understandable and meaningful way for the students, complementing the restorative justice model of the school district.
Each teacher at my school is directed to set up a classroom management plan at the beginning of each school year, including a student behavior management plan. Navajo peacemaking is an excellent fit. This process builds life-long problem solving and critical thinking skills. It allows all students to feel the classroom is personally relevant to them because it reflects collective student values and supports respect for each child. Instead of resorting to strict rules and punitive measures for infractions, peacemaking allows students to respectfully have full input into a constructive process that leads to making restorative decisions for all parties and results in consensus agreements. The result is to bring harmony to the group, peace to the individuals and the construction of a consensus solution that is then applied.