Teaching restorative justice

This article outlines four pillars of restorative pedagogy, drawing on relevant literature as well as collective learning distilled through a reflective circle process held by the authors during a course called Teaching Restorative Justice at Vermont Law and Graduate School. The four pillars are (1)...

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Bibliographic Details
Authors: Pointer, Lindsey (Author) ; Dutreuil, Chloe (Author) ; Livelli, Brianna (Author) ; Londoño Gómez, Catalina (Author) ; Pledl, Clare (Author) ; Rodriguez, Paula (Author) ; Showalter, Ping (Author) ; Tompkins, Rodney “Page” (Author)
Format: Electronic Article
Language:English
Published: 2022
In: Contemporary justice review
Year: 2022, Volume: 25, Issue: 3/4, Pages: 271-281
Online Access: Volltext (lizenzpflichtig)
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Keywords:
Teaching
Pedagogy
Circle
Restorative Justice
Description
Summary:This article outlines four pillars of restorative pedagogy, drawing on relevant literature as well as collective learning distilled through a reflective circle process held by the authors during a course called Teaching Restorative Justice at Vermont Law and Graduate School. The four pillars are (1) prioritizing relationships, (2) practicing self-reflection, (3) cultivating dialogue that unearths social systems of oppression, and (4) utilizing strategies for creative and experiential engagement. These four pillars generate a space that promotes a deep integration of class material and activates the community toward social change. The authors reflect on their experience sharing a classroom community as students and professor and on the impact of these pillars on cultivating education as a practice of freedom.
ISSN:1477-2248
DOI:10.1080/10282580.2023.2181286