Toward a restorative justice pedagogy: reflections on teaching restorative justice in correctional facilities

Toews, Barb

doi:10.1080/10282580.2013.769308

Cited by 15 publications

(13 citation statements)

References 8 publications

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“…Although the traditional method of incarceration intends to deter offending and subsequent reoffending, recidivism rates have remained high for several decades and a comprehensive solution has yet to be identified and implemented (Beck & Shipley, 1989; Durose et al, 2014; Lagan & Levin, 2002). To counter rising recidivism rates, researchers have examined what are known as Restorative Justice Interventions (RJIs) as both a supplement to and, in some cases, a replacement of the traditional method of incarceration (Bonta, Wallace-Capretta, Rooney, & McAnoy, 2002; Clamp & Doak, 2012; Dhami, Mantle, & Fox, 2009; Toews, 2013; Tsui, 2014).…”

mentioning

confidence: 99%

Long-Term Effectiveness of a Brief Restorative Justice Intervention

Kennedy

Tuliao

Flower

et al. 2018

Int J Offender Ther Comp Criminol

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This research investigated the effectiveness of a brief Restorative Justice Intervention. Probationers who attended a Restorative Justice Intervention (n = 383) were compared with probationers receiving treatment as usual (n = 130) over a 2- to 6-year follow-up period. The proportion of individuals who recidivated in the control condition (n = 89, 68.46%) were higher compared with those who recidivated in the intervention condition (n = 127, 33.16%; z = 7.04, p < .001). In addition, among those who recidivated, those in the intervention condition did so less frequently. Qualitative analyses from a postintervention course evaluation given only to the intervention condition showed that 50% of probationers acknowledged an empathic understanding associated with participation. This brief intervention has a positive multilevel impact on restorative justice. Implications of these effects are discussed.

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mentioning

confidence: 99%

Long-Term Effectiveness of a Brief Restorative Justice Intervention

Kennedy

Tuliao

Flower

et al. 2018

Int J Offender Ther Comp Criminol

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“…Largely, the development of restorative pedagogy scholarship to date stems from two areas: restorative schooling (Hopkins 2003(Hopkins , 2012Morrison and Vaandering 2012;Vaandering 2014aVaandering , 2014bMorrison 2015); and education on restorative justice (Toews 2013;Pointer et al 2020;Pointer and McGoey 2019;Gilbert et al 2013). Restorative schooling not only involves the use of restorative justice practices in reaction to harmful behaviour or conflict, in many cases restorative values and principles are actively used within school communities to inform interactions and relationship building (Morrison 2007;Hopkins 2003).…”

Section: Restorative Pedagogymentioning

confidence: 99%

“…In this way, if education is taking place in an environment centred on restorative practices and values, and in which educators are guided by restorative values, such as a restorative school, this promotes that all teaching and learning activities, in relation to any topic, will likely involve restorative pedagogy. Secondly, the development of restorative justice education, in a range of contexts, has also shaped knowledge regarding restorative pedagogy (Vaandering 2014b;Toews 2013;Pointer et al 2020;Pointer and McGoey 2019;Gilbert et al 2013). In this context, restorative pedagogy refers both to teaching and learning about restorative justice, as well as facilitating this education in a restorative way (Pointer et al 2020).…”

Section: Restorative Pedagogymentioning

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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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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“…(Restorative facilitator 2) Participation whilst in attendance was also reported as good by the facilitators, which was also reflected in the participant progress reports which included self-declared understanding and engagement in sessions. These self-reflection opportunities are important parts of the creative, co-learning environment (Toews 2013), and support facilitators in assessing the extent to which participants' needs are being met and determining any appropriate modifications. Table 4 presents this self-reported data, averaged across all participants for each session.…”

Section: Indicator: Participation and Retentionmentioning

confidence: 99%

Restorative Practice in the Criminal Justice System: Examining a Restorative Reasoning Programme in a Women’s Prison

Rees

Hobson

2021

Laws

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This paper is an analysis of a six-week Restorative Reasoning Programme that took place with 13 women in a UK women’s prison. It is an exploratory evaluation based on an adapted version of the QUALIPREV scheme. This two-stage evaluation examines both the processes of the programme, in terms of how well it ran, as well as the outcomes of the programme, in terms of how effective it was in supporting the women to address problem behaviours. Data comprise interviews with the two programme designers and facilitators and with two Prison staff responsible for activities and training; the programme materials used during the scheme; session evaluation forms; and post-programme self-completion reflections from the women engaged in the programme. Overall, the scheme had a range of positive impacts for the women: many expressed a change in attitude, including being more open for discourse and discussion around the harm they may have caused, being more willing to consider the repair needed in their personal relationships, and in some cases seeking subsequent referrals for further restorative work.

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Toward a restorative justice pedagogy: reflections on teaching restorative justice in correctional facilities

Cited by 15 publications

References 8 publications

Long-Term Effectiveness of a Brief Restorative Justice Intervention

Long-Term Effectiveness of a Brief Restorative Justice Intervention

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

Restorative Practice in the Criminal Justice System: Examining a Restorative Reasoning Programme in a Women’s Prison

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