Between pedagogy and practice: developing and delivering international justice coursework in North America

Abstract

While the need for new and innovative international coursework in North America has been recognized, developments in North American Universities have been few. Building on Mathias Reimann's (Penn State International Law Review 22:397-415[23]) useful justification for a new basic course in international law, this paper provides a discussion of a new approach to international justice coursework. Based on the nascent ICC and the jurisprudential developments of past international tribunals, a discrete international legal order has emerged. This may provide an opportunity for a broader examination of international criminal justice drawn from disciplines such as history, sociology, psychology, and criminology. By offering practical classroom techniques to assist in the delivery of international justice coursework, this paper attempts to provoke debate and discussion about how international coursework ought to be designed and delivered to a wider audience of undergraduate students.

Restoring the professor and the students: a circle process and contemplative practices in a restorative justice seminar

“…Given this reality, restorative justice in the criminal justice or justice studies curriculum 1 has moved beyond the beginning stages (Smith-Cunnien & Parilla, 2001) to a more established place as an elective or even required course at the undergraduate or graduate level. 2 Although the academic literature on restorative justice is rapidly expanding nationally and internationally, there are relatively few articles on teaching restorative justice in the justice curriculum (Geske, 2005;Holsinger, 2008;King, 2007;Smith-Cunnien & Parilla, 2001; van Wormer, 2006;Vigorita, 2002;Vogel, 2007;Wheeldon, 2009), particularly restorative justice pedagogy. This article will discuss the use of the circle process and contemplative practices in teaching a restorative justice seminar.…”