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Author : David R. Karp,Thom Allena Publisher : Charles C Thomas Publisher Page : 291 pages File Size : 52,8 Mb Release : 2004 Category : College discipline ISBN : 9780398075156
Restorative Justice on the College Campus by David R. Karp,Thom Allena Pdf
No other publication provides such an up-to-date overview of college student misbehavior. This book will be an excellent resource to student affairs professionals, especially campus judicial officers and ombudspersons, and may be used along with other training materials for volunteers in restorative programs.
Little Book of Restorative Justice for Colleges & Universities by David Karp Pdf
Here’s a call to colleges and universities to consider implementing restorative practices on their campuses, ensuring fair treatment of students and staff while minimizing institutional liability, protecting the campus community, and boosting morale. From an associate dean of student affairs who has put these models to work on his campus. Restorative justice is a collaborative decision-making process that includes victims, offenders, and others who are seeking to hold offenders accountable by having them (a) accept and acknowledge responsibility for their offenses, (b) to the best of their ability, repair the harm they caused to victims and communities, and (c) work to reduce the risk of re-offense by building positive social ties to the community. David Karp writes in his introduction, “As a student affairs administrator, I have become deeply committed to the concept and practice of restorative justice. I have experienced how it can work given the very real pressures among campus conduct administrators to manage high case loads, ensure fair treatment, minimize institutional liability, protect the campus community, boost morale in a division with high turnover, and help students learn from their mistakes without creating insurmountable obstacles to their future successes."
Applying Restorative Justice to Campus Sexual Misconduct by Kaaren M. Williamsen,Erik S. Wessel Pdf
While sexual misconduct on our college and university campuses, both public and private, is dismayingly widespread, it continues to be significantly underreported because most victims perceive that judicial recourse, with its legalistic adversarial approach, fails to address--in a healing way--the harms done to them. Fewer still file formal complaints, many for fear that they may lose agency and that the process may rekindle the trauma of their experience.Recognizing the reality that supermajority of sexual harms in higher education are rarely addressed through established legalistic practices, this book offers a range of alternative approaches based on restorative justice.Starting from the premise “What if we started with the goal of healing in mind”, this book opens with an overview of common restorative practices and accounts of application and lessons learned by practitioners who have implemented a range of restorative justice and alternative-based approaches. Subsequent chapters cover procedural elements, recommendations around documentation. and interventions for individuals who have caused harm through sexual and gender-based misconduct.The book addresses facilitation; the need to pay attention to self, people, and systems, identities, and power dynamics; the considerations for working restoratively with both complainants and respondents; offers cases and adaptable examples of resolution; and concludes with reflections on institutional implementation from the perspectives of administrators, facilitators, and a student survivor.Recognizing there will always be a need for a formal investigatory approach to cases of sexual misconduct, the book offers a wide range of alternative options that empower those who are most directly affected to make the call for themselves. In doing so, it may increase reporting and, furthermore, in offering a healing justice that addresses individual and community needs, may work to reduce sexual misconduct on campus.
Little Book of Restorative Justice for Colleges and Universities by David Karp Pdf
Here’s a call to colleges and universities to consider implementing restorative practices on their campuses, ensuring fair treatment of students and staff, while minimizing institutional liability, protecting the campus community, and boosting morale. From an Associate Dean of Student Affairs who has put these models to work on his campus.
The Little Book of Restorative Teaching Tools by Lindsey Pointer,Kathleen McGoey,Haley Farrar Pdf
Engaging Practices for Integrating Restorative Justice Principles in Group Settings As restorative practices spread around the world, scholars and practitioners have begun to ask very important questions: How should restorative practices be taught? What educational structures and methods are in alignment with restorative values and principles? This book introduces games as an effective and dynamic tool to teach restorative justice practices. Grounded in an understanding of restorative pedagogy and experiential learning strategies, the games included in this book provide a way for learners to experience and more deeply understand restorative practices while building relationships and improving skills. Chapters cover topics such as: Introduction to restorative pedagogy and experiential learning How a restorative learning community can be built and strengthened through the use of games and activities How to design games and activities for teaching restorative practices How to design, deliver, and debrief an activity-based learning experience In-depth instructions for games and activities for building relationships, understanding the restorative philosophy, and developing skills in practice An ideal handbook for educators, restorative justice program directors and trainers, consultants, community group leaders, and anyone else whose work draws people together to resolve disagreements or address harm, this book will serve as a catalyst for greater creativity and philosophical alignment in the teaching of restorative practices across contexts.
Forgiveness and Restorative Justice by Myra N. Blyth,Matthew J. Mills,Michael H. Taylor Pdf
The meaning of ‘forgiveness’ and its role within restorative justice are highly contested. This book offers analysis from practical and academic perspectives within Christian theology, against a rich canvas of related concepts, including victimhood, sin, love, and vulnerability. Critical friends of restorative justice, the authors argue that forgiveness – whether as journey or act, unilateral or mutual, conditional or unconditional – is necessary to achieving a fully restorative resolution to acts of harm. They also suggest that Christianity, with its meaning-giving metanarrative of restoration, and preference for communitarian approaches to justice, may have epistemic value for evaluating and even deepening the theory and practice of restorative justice.
The Little Book of Restorative Justice for Campus Sexual Harms by Rachel Roth Sawatzky,Mikayla McCray Pdf
A restorative justice approach to addressing sexual misconduct in colleges and universities. Written for college and university practitioners and administrators, The Little Book of Restorative Justice for Campus Sexual Harms combines explanation, justification, and contextualization for the application of restorative justice for sexual misconduct, including for alleged Title IX violations. This book outlines considerations, action steps, and best practices for campuses who are interested in exploring the successful implementation of RJ for sexual misconduct. The opening chapter explores the “why,” while the final chapter examines the “how” of RJ for sexual harms and Title IX for college and university campuses. The authors' backgrounds as practitioners within the higher education context grounds this work with personal reflections, experiences, and stories. The 2020 passage of the Final Rule of Title IX of the Education Amendments Act of 1972 redesigned the law, ceding extensive authority to individual educational institutions to customize their approach to Title IX compliance. While some argue that the Final Rule may leave students less safe, there are now emergent opportunities, as federal Title IX regulations have also made allowances for the augmentation of investigative/adjudicatory Title IX processes with additional “informal” resolution options. These options can be designed to more specifically and appropriately address the harms, meet the needs, and attend to resultant obligations for those involved in situations of campus sexual misconduct. This book provides a primer for colleges and universities who seek to move campus culture in a more restorative direction generally, and specifically for practitioners interested in exploring the possibility of amending existing sexual misconduct policies, including investigative/ adjudicatory Title IX policy and procedures, through a restorative justice informed adaptive lens. Readers will explore why it makes all the difference (both for students and administrators) to add adaptive resolution options, from both cognitive and moral development standpoints, and for purely practical reasons.
Reframing Campus Conflict by Jennifer Meyer Schrage,Nancy Geist Giacomini Pdf
This fully revised and updated second edition builds upon the original vision of the first, which was to give voice to diverse and inclusive perspectives, identities, and practices and to enact the principle that student conduct and conflict response must be based upon foundations of social justice and restorative justice to disrupt and transform overly legalistic and escalated management applications in student conduct administration. The Spectrum Model (Schrage & Thompson, 2008) approach centers advocacy for inclusive conflict excellence by expanding traditional adjudication pathways to include dialogue, conflict coaching, mediation, restorative practices, and shuttle diplomacy for a more robust and inclusive expression of conflict and conduct practices. In the intervening decade, this co-edited work has become more relevant than ever as colleges and universities continue to be the targets of litigation, activists, lawmakers and public officials who have, for instance, changed the Title IX rules for responding to sexual misconduct. Civility, hate crimes, activism, immigration, nationalism, and free speech are all again on the forefront of challenges impacting the current campus climate.New chapters cover these and other issues including the unprecedented COVID-19 pandemic response and impact on equity and justice in higher education, and amplified calls for racial justice and police reform. The book is further enhanced by chapter case studies, summaries and questions for dialogue, to encourage further reflection by the reader and bolster the usefulness of the work as a textbook and campus training guide. The second edition is a must-have resource for broad stakeholders invested in inclusive conflict excellence and principled leadership in education in the midst of a shifting and increasingly polarized landscape. This includes legal counsel, higher education presidents, senior student affairs administrators and faculty leadership as well as student conduct practitioners across conduct boards, hearing and appeal officers, residential and organizational staff engaged in student facing campus climate work. Reframing Campus Conflict further offers transferable content that supports inclusive conflict excellence inquiry and application in graduate programs, K-12, special education and human resource management practices. This book is for all educators, administrators, practitioners and leaders committed to engaging campus conflict work through the inclusive lenses of social, restorative, transformative and procedural justice.This is also available as a set with Student Conduct Practice, Second Edition.
Restorative Justice and Civil Society by Heather Strang,John Braithwaite Pdf
Advocates of restorative justice question the state's ability to deliver satisfactory justice to the community, both in criminal and other cases. This collaborative 2001 volume looks at the burgeoning restorative justice movement and considers the relationship between restorative justice and civil society, examining debates and exploring ideas about who should 'control' restorative justice, the state or civil society. A diverse range of chapters, written by leaders in the field, engage with different aspects of restorative justice. Genuinely international, the book addresses aspects of civil society including schools, families, churches and private workplaces, the women's movement, victims of crime and indigenous groups. It also considers broader issues such as democracy, human rights, access and equity. A dynamic and provocative volume, this book attempts to bring the ideals of restorative justice to life so that victims, offenders, their families and communities have more of a say in the justice process.
Restorative Justice and Practices in the 21st Century by Vah Seliskar, Holli Pdf
Restorative justice is a conceptual and practical framework for repairing any harm that may have been caused either to people, property, or things. It is essential to investigate examples, scenarios, perspectives, strategies, and implications for the use of restorative justice in diverse settings, including K-12 settings, colleges and universities, the workplace, and within public safety organizations and departments. Emphasis must also be placed on diversity, equity, belonging, and inclusion and how restorative practices foster the use of inclusive practices and accessibility for all persons. Restorative Justice and Practices in the 21st Century offers broad perspectives across numerous disciplines and professions and provides restorative practitioners with a timely account of what restorative justice and practices may offer to their respective organizations, school, or agency. It provides possible strategies and actions to implement restorative practices as well as how restorative practices can provide different strategies and methods in handling conflict, disputes, and discipline. Covering topics such as equity and inequalities, pedagogical reflection, and indigenous roots, this premier reference source is an essential resource for administrators and educators of both K-12 and higher education, public safety officials, law enforcement, corrections officers, students of higher education, librarians, researchers, and academicians.
The Psychology of Restorative Justice by Theo Gavrielides Pdf
This ground-breaking collection dares to take the next step in the advancement of an autonomous, inter-disciplinary restorative justice field of study. It brings together criminology, social psychology, legal theory, neuroscience, affect-script psychology, sociology, forensic mental health, political sciences, psychology and positive psychology to articulate for the first time a psychological concept of restorative justice. To this end, the book studies the power structures of the restorative justice movement, the very psychology, motivations and emotions of the practitioners who implement it as well as the drivers of its theoreticians and researchers. Furthermore, it examines the strengths and weakness of our own societies and the communities that are called to participate as parties in restorative justice. Their own biases, hunger for power and control, fears and hopes are investigated. The psychology and dynamics between those it aims to reach as well as those who are funding it, including policy makers and politicians, are looked into. All these questions lead to creating an understanding of the psychology of restorative justice. The book is essential reading for academics, researchers, policymakers, practitioners and campaigners.
“I learned that the problems were much deeper than a flawed criminal justice system, and that our work needed to begin in our relationships with each other and the natural world, and most importantly, with ourselves.” (from the preface) Restorative justice, as it exists in Canada and the U.S., has been co-opted and relegated to the sidelines of the dominant criminal justice system. In Security, With Care, Elizabeth M. Elliott argues that restorative justice cannot be actualized solely within the criminal justice system. If it isn’t who we are, says Elliott, then the policies will never be sustainable. Restorative justice must be more than a program within the current system – it must be a new paradigm for responding to harm and conflict. Facilitating this shift requires a rethinking of the assumptions around punishment and justice, placing emphasis instead on values and relationships. But if we can achieve this change, we have the potential to build a healthier, more ethical and more democratic society.
Our ancestors gathered around a fire in a circle, families gather around their kitchen tables in circles, and now we are gathering in circles as communities to solve problems. The practice draws on the ancient Native American tradition of a talking piece. Peacemaking Circles are used in neighborhoods to provide support for those harmed by crime and to decide sentences for those who commit crime, in schools to create positive classroom climates and resolve behavior problems, in the workplace to deal with conflict, and in social services to develop more organic support systems for people struggling to get their lives together. A title in The Little Books of Justice and Peacebuilding Series.
Confronting Racism in Higher Education by Jeffrey S. Brooks,Noelle Witherspoon-Arnold Pdf
Racism and ignorance churn on college campuses as surely as they do in society at large. Over the past fifteen years there have been many discussions regarding racism and higher education. Some of these focus on formal policies and dynamics such as Affirmative Action or The Dream Act, while many more discussions are happening in classrooms, dorm rooms and in campus communities. Of course, corollary to these conversations, some of which are generative and some of which are degenerative, is a deafening silence around how individuals and institutions can actually understand, engage and change issues related to racism in higher education. This lack of dialogue and action speaks volumes about individuals and organizations, and suggests a complicit acceptance, tolerance or even support for institutional and individual racism. There is much work to be done if we are to improve the situation around race and race relation in institutions of higher education. There is still much work to be done in unpacking and addressing the educational realities of those who are economically, socially, and politically underserved and oppressed by implicit and overt racism. These realities manifest in ways such as lack of access to and within higher education, in equitable outcomes and in a disparity of the quality of education as a student matriculates through the system. While there are occasional diversity and inclusion efforts made in higher education, institutions still largely address them as quotas, and not as paradigmatic changes. This focus on “counting toward equity rather” than “creating a culture of equity” is basically a form of white privilege that allows administrators and policymakers to show incremental “progress” and avoid more substantive action toward real equity that changes the culture(s) of institutions with longstanding racial histories that marginalize some and privilege others. Issues in higher education are still raced from white perspectives and suffer from a view that race and racism occur in a vacuum. Some literature suggests that racism begins very early in the student experience and continues all the way to college (Berlak & Moyenda). This mis-education, mislabeling and mistreatment based on race often develops as early as five to ten years old and “follows” them to postgraduate education and beyond.