1. Anyon, Y., Atteberry-Ash, B., Yang, J., Pauline, M., Wiley, K., Cash, D., Downing, B., Greer, E., & Pisciotta, L. (2018). It’s all about the relationships: Educators’ rationales and strategies for building connections with students to prevent exclusionary school discipline outcomes. Children & Schools, 40(4), 221–230.
2. Archibold, E. E. (2016). Accessing freedom: Culturally responsive restorative justice practice in schools. Journal of Pedagogy, Pluralism, and Practice, 8(1), 1–13.
3. Armour, M. (2015). Restorative practices: Righting the wrongs of exclusionary school discipline. University of Richmond Law Review, 50, 999–1037.
4. Azarmandi, M. (2021). Freedom from discrimination: On the coloniality of positive peace. In K. Standish, H. Devere, A. Suazo, & R. Rafferty (Eds.), The Palgrave handbook of positive peace (pp. 611–622). Springer Nature Singapore Pte Ltd.
5. Bajaj, M. (2008). “Critical” peace education. In M. Bajaj (Ed.), Encyclopedia of peace education (pp. 135–146). Information Age Publishing.