No abstract

No abstract

Teaching restorative justice in an academic setting is different from teaching almost any other academic course. Courses taught in the context of academic criminal justice programs tend to reinforce the structural inequalities in society, replicated and reinforced by instructor driven classroom experiences. In contrast, effective teaching of restorative justice should emulate the values of principles of restorative justice in the organization and management of the course. Teachers of restorative justice must 'walk the talk' and apply restorative principles and values to the design and delivery of the course itself. A conceptual framework for 'restorative andragogy' is developed that blends principles and values of adult learning with those of restorative justice. Four principles of this approach are identified and applied across three instructional modalities -faceto-face, online only, and hybrid courses. This approach provides a theoretically grounded model for effective teaching of restorative justice courses.

Prison wardens manage both external pressures and internal challenges that affect work-related stress. Using data from a national survey of prison wardens, we examined the impact of conflicting job expectations, workload, and job autonomy on work-related stress among prison wardens. The ordered logistic regression results showed a significant and positive relationship between conflicting job expectations and work-related stress. The results also showed a significant and positive relationship between unmanageable workloads and stress on the job. We found a negative and significant relationship between job autonomy and work-related stress, though the relationship was relatively weak. The importance of this study lies in its ability to help isolate factors that affect job stress among prison wardens, which in turn may produce better organizational support, management, and human resources policy to improve conditions for prison wardens, staff, and inmates.

No abstract

Despite important overlapping interests, until recently, few racial justice advocates have embraced restorative justice, and the restorative justice community has largely failed to explicitly address race. Suggesting a convergence of the two movements, this article presents an overview of restorative justice principles, history, and methods. We review the evidence for racial bias in criminal justice and school discipline and then note emerging restorative initiatives to ameliorate historical and contemporary racial inequities. We conclude by touching on gaps and challenges characterizing research and applied work in the field while suggesting strategies to move toward a racially-conscious restorative movement as both an effective alternative to state-imposed punishment and a powerful force for racial justice.

No abstract

No abstract