Abstract 
Purpose: Restorative justice is a philosophy and set of practices aimed toward centering student well-being and positive social relationships in the classroom. Restorative pedagogies offer an approach to teaching/learning that seeks to remedy persistent patterns of punitive and exclusionary school-based practices.
Design, Methodology, and Approach: In this literature review, I employ a constructivist grounded theory approach to first define restorative pedagogies, then offer key themes that emerged across the body of literature. I introduce key foundational texts with a focus on the proliferation of research in the last decade. Lastly, I present critiques and limitations in the body of literature with implications for future research.
 
Findings: Three pedagogical practices emerged as the most applied in primary and secondary settings. These practices include critical dialogue, circle pedagogy, and the commitment to transforming institutions. In addition, four key themes also emerged with focuses on relationship-building, storytelling, transformation of self, and implications for teacher preparation.
 
Originality and Value: This review is designed to support teachers, school leaders, and faculty of teacher preparation programs in developing a foundational understanding of the paradigmatic shifts and innovative practices that frame restorative pedagogies as the art of teaching and learning in the classroom.
 
Keywords: restorative pedagogy, critical dialogue, storytelling, community-building circle, teacher preparation