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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1. VerfasserIn: Pointer, Lindsey (VerfasserIn)
Beteiligte: Dutreuil, Chloe ; Livelli, Brianna ; Londoño Gómez, Catalina ; Pledl, Clare ; Rodriguez, Paula ; Showalter, Ping ; Tompkins, Rodney “Page”
Medienart: Elektronisch Aufsatz
Sprache:Englisch
Veröffentlicht: 2022
In: Contemporary justice review
Jahr: 2022, Band: 25, Heft: 3/4, Seiten: 271-281
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Schlagwörter:
Teaching
Pedagogy
Circle
Restorative Justice
Beschreibung
Zusammenfassung: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