This book focuses on how teachers can transmit and practice values through classroom circles that attend to and empower all students¿ voices. A growing number of teachers are using relational pedagogy, drawing on Indigenous circle practice, as a pedagogical tool. Done well, circles can build and sustain dialogue and peaceful relations. Done poorly, circles reflect and reinforce relations of power, which, if disregarded, can be damaging for participants whose voices are silenced or not sufficiently heard. Parker-Shandal¿s consideration of teachers¿ professional learning and training in restorative justice in education focuses on ethnographic, classroom-based research in diverse urban elementary schools. Her data include observations of classrooms, teacher