Owen Webb | Brock University (original) (raw)
I am passionate about relational leadership, restorative practices, school culture, and decision-making. It is my hope that every student, teacher, support staff member, and administrator can flourish in their respective roles. I seek to advocate for individuals through upholding their worth, supporting their needs, and providing them with an authentic voice.
Address: Hamilton, Ontario, Canada
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Papers by Owen Webb
International Christian Community of Teacher Educators Journal, 2020
Alberta Journal of Educational Research, 2021
A restorative approach to education emphasizes that educators play a critical role in building re... more A restorative approach to education emphasizes that educators play a critical role in building relationships amongst school stakeholders. This case study examined the four-year journey of leading a school to implement and sustain a restorative culture. A theoretical framework for restorative practices was established around relational leadership theory and dialogue, providing the foundation for this research. The research addressed the need for studying the leading of restorative culture change from a relational perspective, while highlighting the need for leadership to establish spaces, processes, attitudes, language, and questions for establishing effective dialogue to initiate the building and sustaining of effective relations. Although the restorative culture was described by some as "diluted" by the end of the initiative, it was evident that restorative practices remained integral to the daily educational practices as a result of the four-year initiative by school leadership to integrate restorative approaches into daily practices.
In February of 2008, the Government of Ontario released legislation for Progressive Discipline in... more In February of 2008, the Government of Ontario released legislation for Progressive Discipline in Ontario schools. As a means of fulfilling this legislation, some school districts in Ontario implemented the use of restorative practices. Restorative practices are viewed as a positive means for transforming the culture of a school, yet literature suggests some concerns with restorative approaches. While the practice has been used intermittently across the province of Ontario, seen in some districts or in individual schools, there has not been widespread implementation. Literature suggests that the theoretical foundations of restorative practices are not strong. To enrich literature on restorative culture change, there needs to be ongoing assessment of restorative paradigm shifts in schools. The research addresses the need for studying the leading of restorative culture change from a relational perspective. This research undertook a qualitative case study methodology of a middle school in southern Ontario, examining the school's journey to implement and sustain a restorative culture. The study looked at the role of leadership in pursuing a restorative vision, the response to the vision by the school community, and how restorative practices are employed by the school. The research revealed the value of restorative practices in establishing space, processes, attitudes, and key questions for initiating dialogue, each critical to establishing a strong relational culture. The need for leadership to continually model restorative practices in order that they are established throughout the organization is necessary for sustaining a restorative culture. Finally, the study showed that evaluating the effectiveness of restorative practices using a relational and dialogic paradigm is critical for founding and sustaining a restorative vision, thereby establishing a strong foundation for effective student learning.
Book Chapter by Owen Webb
Adminsitrative Discretion in Education, 2012
International Christian Community of Teacher Educators Journal, 2020
Alberta Journal of Educational Research, 2021
A restorative approach to education emphasizes that educators play a critical role in building re... more A restorative approach to education emphasizes that educators play a critical role in building relationships amongst school stakeholders. This case study examined the four-year journey of leading a school to implement and sustain a restorative culture. A theoretical framework for restorative practices was established around relational leadership theory and dialogue, providing the foundation for this research. The research addressed the need for studying the leading of restorative culture change from a relational perspective, while highlighting the need for leadership to establish spaces, processes, attitudes, language, and questions for establishing effective dialogue to initiate the building and sustaining of effective relations. Although the restorative culture was described by some as "diluted" by the end of the initiative, it was evident that restorative practices remained integral to the daily educational practices as a result of the four-year initiative by school leadership to integrate restorative approaches into daily practices.
In February of 2008, the Government of Ontario released legislation for Progressive Discipline in... more In February of 2008, the Government of Ontario released legislation for Progressive Discipline in Ontario schools. As a means of fulfilling this legislation, some school districts in Ontario implemented the use of restorative practices. Restorative practices are viewed as a positive means for transforming the culture of a school, yet literature suggests some concerns with restorative approaches. While the practice has been used intermittently across the province of Ontario, seen in some districts or in individual schools, there has not been widespread implementation. Literature suggests that the theoretical foundations of restorative practices are not strong. To enrich literature on restorative culture change, there needs to be ongoing assessment of restorative paradigm shifts in schools. The research addresses the need for studying the leading of restorative culture change from a relational perspective. This research undertook a qualitative case study methodology of a middle school in southern Ontario, examining the school's journey to implement and sustain a restorative culture. The study looked at the role of leadership in pursuing a restorative vision, the response to the vision by the school community, and how restorative practices are employed by the school. The research revealed the value of restorative practices in establishing space, processes, attitudes, and key questions for initiating dialogue, each critical to establishing a strong relational culture. The need for leadership to continually model restorative practices in order that they are established throughout the organization is necessary for sustaining a restorative culture. Finally, the study showed that evaluating the effectiveness of restorative practices using a relational and dialogic paradigm is critical for founding and sustaining a restorative vision, thereby establishing a strong foundation for effective student learning.
Adminsitrative Discretion in Education, 2012