This article examines the utility of experiential learning activities (ELAs) for teaching about global complexity and conflict resolution in higher education classrooms. It focuses on two key concepts: the nexus between global and local and the precarity experienced within global processes. Research on two ELAs, a multisession simulation and a single‐session image analysis, each designed for use in conflict resolution courses, produced extensive data on student learning. The analysis presented demonstrates that for many students, the ELAs resulted in greater engagement with course materials, more nuanced understandings of global complexity, and increased ability to link theory to practice.

This paper uses critical race theory to analyze several case studies focused on the experiences of two restorative justice coordinators (RJCs), both Black women and how they understood and responded to perceived racial injustices in urban schools with white leadership. These schools were attempting to address unequal disciplinary practices toward students of color through restorative justice and the RJCs adapted their approaches to addressing racialized dynamics while also developing school-wide networks to foster broader critical reflection on race. They navigated the risks of challenging white privilege and systemic racism both of which at times limited their attempts at influencing change.

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