Teaching restorative justice to education and criminal justice majors

Carson, Barbara A.; Bussler, Darrol

doi:10.1080/10282580.2013.769302

Cited by 6 publications

(23 citation statements)

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“…Although the discipline of criminology is concerned with a large variety of intersecting fields and topics, and restorative justice is often viewed as an alternative approach to crime and justice because its values and aims are different to those of the dominant criminal justice system in the UK, arguably this makes its inclusion in criminology programmes important (Johnstone 2011;Pranis 2011;Smith-Cunnien and Parilla 2001;Stroup 2019). Many criminology and criminal justice scholars from the USA and New Zealand, have highlighted the relevance of restorative justice to criminology and/or criminal justice degree programmes (Stroup 2019;Deckert and Wood 2013;Carson and Bussler 2013;Britto and Reimund 2013;Smith-Cunnien and Parilla 2001). Largely, existing literature in this area concurs that restorative justice should be included in criminology and/or criminal justice degree programmes for three key reasons.…”

Section: Restorative Justice Teaching and Learning In Criminologymentioning

confidence: 99%

“…Despite the progression of restorative justice, and the expansion of higher education, Deckert and Wood highlight "surprisingly little has been written on how the subject is taught within universities" (Deckert and Wood 2013, p. 70). The relevance of restorative justice to degree level criminology curricula, as well as evaluations, approaches, and reflections on including and teaching the topic in criminology and/or criminal justice degree programmes have been the focus of previous research by academics in the United States of America (USA) (Smith-Cunnien and Parilla 2001;Britto and Reimund 2013;Carson and Bussler 2013;Kitchen 2013;Waltman-Spreha 2013;Gilbert et al 2013;Stroup 2019) and in New Zealand (Deckert and Wood 2013). However, no previous studies have explored restorative justice teaching and learning in criminology across multiple degree programmes or in a UK context.…”

Section: Introductionmentioning

confidence: 99%

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Restorative Pedagogy in the University Criminology Classroom: Learning about Restorative Justice with Restorative Practices and Values

Sweeney

2022

Laws

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This paper explores the use of restorative practices and values to facilitate teaching and learning regarding restorative justice in undergraduate criminology curricula in England and Wales. Applications of restorative practice, inside and outside of criminal justice contexts, continue to progress and strengthen in the UK and internationally. Similarly, the provision of undergraduate criminology programmes at universities in England and Wales, and globally, has increased substantially in recent decades. Yet, limited research has been conducted regarding the way restorative justice is taught at universities, particularly in a UK higher education context. This paper draws on research which set out to examine the extent and form of restorative justice knowledge production and exclusion, in undergraduate criminology programmes in England and Wales. In doing so, the innovative and effective use of restorative practice pedagogically was exposed. Evidence presented in this paper was collected via seven semi-structured interviews with criminology academics working at six different universities, and three focus groups with undergraduate criminology students, each at a different university. By exploring perspectives of academics and students regarding the use of restorative practices and values to support teaching and learning about restorative justice, this paper argues that real-world contextualisation, collaboration, and experiential learning are key elements of restorative pedagogy within undergraduate criminology.

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Section: Restorative Justice Teaching and Learning In Criminologymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Restorative Pedagogy in the University Criminology Classroom: Learning about Restorative Justice with Restorative Practices and Values

Sweeney

2022

Laws

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“…In the restorative model, crime is a violation against the person; the offender, the victim and the community work toward restoring or transforming the harm caused to the victim (Escholz, 2003). In a restorative lens, crime is chiefly defined as breaking relationships (Escholz, 2001;Zehr 2015), and restorative justice's main goal is to restore the broken relationships (Carson & Bussler, 2013).…”

Section: Definitionsmentioning

confidence: 99%

“…Restorative justice was exercised in ancient indigenous societies (Carson & Bussler, 2013), and the roots of today's restorative justice theory and practice is inextricably linked to both the Old Testament and New Testament of the Bible (Zehr, 2015).…”

Section: History and Backgroundmentioning

confidence: 99%

“…Restorative justice has a long history with the indigenous peoples of North America, and in the last few decades has been utilized to a greater degree in numerous developed countries. The U.S. system of justice is "offender" focused, while restorative justice focuses on the victim and simultaneously considers the needs of the offender and the community (Carson & Bussler, 2013). Put simply, restorative justice, when applied properly, may lead to reconciliation and forgiveness by the victim who was harmed and the offender who committed the harm.…”

Section: Introductionmentioning

confidence: 99%

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Formerly Incarcerated Adults in Higher Education: A Life-History Study of a Restorative Approach to Prisoner Reentry

Ehnow¹

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The U.S. is the world's "leading jailer" with both the highest incarceration rate and the largest number of prisoners. Each year more than 700,000 inmates are released from prison and re-enter their communities. The majority of prisoners who are released from prison lack the necessary education, work experience, and life skills to successfully reintegrate back into society. One alternative to the retributive standard of justice used in the United States is a restorative justice strategy. A restorative approach to prisoner reintegration seeks to reestablish community support and acceptance for criminal offenders in order to allow them to become beneficial members of society. The literature on prisoner re-entry and reintegration suggests that the formerly incarcerated are more apt to successfully re-enter society when they attain education and employment and maintain familial and community associations. Presently, there is a lack of knowledge about what the formerly incarcerated experience after they are released from prison and participate in post-secondary education. The central research question for this qualitative multi-case study was: What effect has participation in higher education for the formerly incarcerated had on their experiences of reintegration back into their communities? The study further examined the barriers to higher education encountered, the social and human capital attained, and former prisoners' experiences during both incarceration and higher education. Six participants were invited to tell their life stories in order to make meaning of their experiences as both prisoners and as higher education students. One of the life stories was an auto-ethnographic account of the researcher's own experience as both a former inmate and, presently, a doctoral candidate. Qualitative interviews were used to collect data from the other participants. Life-story and phenomenological methods were employed to collect and analyze these data. A cross-case analysis was conducted to compare and contrast the individual cases. Findings indicate that participating in higher education had a positive impact on the reintegration experience of those formerly incarcerated individuals that participated in the study. The participant's life-stories suggest that higher education played an important role in restoring and creating relationships within the community, and enhanced their human and social capital. DEDICATION This study is dedicated to all the courageous formerly incarcerated people that are participating or have participated in post-secondary education after their incarceration. Their perseverance and commitment toward the goal of achieving a college/university degree is truly extraordinary. vii ACKNOWLEDGEMENTS This research would not have been possible if my good friend and the finest police officer in San Diego, Sergeant Jeff Pace, had not believed in me and supported my efforts to start this research. He encouraged me to examine with an experienced eye the effects of incarceration and the possibilities with alt...

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Conceptualizing and implementing a restorative justice concentration: transforming the criminal justice curriculum

Stroup

2019

Contemporary Justice Review

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Teaching restorative justice to education and criminal justice majors

Cited by 6 publications

References 10 publications

Restorative Pedagogy in the University Criminology Classroom: Learning about Restorative Justice with Restorative Practices and Values

Restorative Pedagogy in the University Criminology Classroom: Learning about Restorative Justice with Restorative Practices and Values

Formerly Incarcerated Adults in Higher Education: A Life-History Study of a Restorative Approach to Prisoner Reentry

Conceptualizing and implementing a restorative justice concentration: transforming the criminal justice curriculum

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