This book examines the interaction between teacher sense of efficacy in the use of culturally responsive teaching practices. Research confirms that a significant relationship exists between the cultural orientations of teacher efficacy and how culturally responsive teaching practices are accessed. As teaching efficacy assumes the pursuit of individual merit to be universal, it simultaneously mediates the communalistic epistemology of fractal interconnectedness, already, embedded within culturally responsive teaching practices.

Increasingly, restorative practices (RP) are used to address the harms that interrupt the relationships of people as individuals. However, restorative practice is seldom used to treat the damages resulting from systemic disparities. Nor is it used to recognize the original patterns of communalism already embedded within the value structure of African-American and Latino American culture. These missed opportunities overlook using the pre-existing cultural assets of learners of color to develop Restorative Approaches for addressing the cause(s) of systemic inequity.