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刑事犯罪之被害人权利保护的问题一直是人们关心的问题,恢复性司法是个很好地解决刑事被害人权利缺失的司法模式。恢复性司法是一种新型的司法模式,更加注重被害人的诉讼地位,强调被害人的程序参与。文章认为,我国引入恢复性司法的过程中应构建相关制度以保护被害人的权利。 相似文献
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恢复性司法的一个重要的价值取向就是对被害人的尊重和保护。我国传统刑事司法是报应性司法,是以犯罪人为中心的,漠视了被害人的权利救济问题,不利于被害人的权利保护。应结合我国实际,构建具有中国特色的恢复性司法模式。 相似文献
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传统刑事司法模式对被害人的权利保护不足。主要体现在对被害人诉讼地位的漠视,被害人不能积极参与诉讼,诉讼成为了与自己无关的事实,从而致使被害人在受到犯罪侵害之后,又遭遇国家司法制度的冷落。恢复性司法对现代刑事司法理念具有重大的重构意义,是对传统刑事司法的一种修正或补充。对被害人权利的尊重构成了该司法模式的核心特征。 相似文献
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恢复性司法的一个重要的价值取向就是对被害人的尊重和保护。我国传统刑事司法是报应性司法,是以犯罪人为中心的,漠视了被害人的权利救济问题,不利于被害人的权利保护。应结合我国实际,构建具有中国特色的恢复性司法模式。 相似文献
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近年来,随着恢复性司法的兴起,恢复性正义作为一种刑事司法正义观的新发展,为刑事被害人权利保护提供了新思路。本文以恢复性正义理念为视角,从一起刑事案件入手审视和分析现阶段我国刑事被害人保护的立法和运行情况,力图为刑事诉讼中的被害人保护找到合理定位和完善对策。 相似文献
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在刑事司法领域,人权保障是一个内涵丰富且不断发展的制度体系。既要保障犯罪嫌疑人、被告人的合法权利,也要保障被害人的合法权利,同时注意二者平衡。1996年《刑事诉讼法》确认了被害人的诉讼主体地位,但由于缺少配套机制,导致实践中出现诸多问题。新《刑事诉讼法》在很大程度上完善了犯罪嫌疑人、被告人的诉讼权利及其保护,但较少涉及被害人的权利保护问题。与普通刑事案件相比,死刑案件给被害人造成的伤害尤为严重,应当给予特别保护。 相似文献
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在司法改革不断加深的今日,刑事司法面临着许多无法回避的困境,尤以刑事被害人、加害人以及社会之间矛盾难以调和为患.矛盾的化解离不开犯罪人和被害人的积极参与,刑事被害人长期被忽视的现实情况成为了横亘在刑罚与社会和谐中间的障碍.加强对刑事被害人权利的研究,无疑会对我国刑事司法改革大有裨益. 相似文献
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从本质上看,我国传统刑事司法是报应性司法模式,是以犯罪人为中心的,漠视了被害人的权利救济,不利于被害人的权利保护,而恢复性司法模式的一个重要的价值取向就是对被害人的尊重和保护。应以恢复性司法理念为指导,完善我国刑事被害人权利救济制度。 相似文献
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Restorative justice is a process whereby offenders and their victims communicate to address the harm caused by the crime. Currently, there is little research looking at what characterises victims and offenders who are willing to participate in this process, who benefits, and what changes occur after participating. Personal values may be important in understanding such questions because they can influence human behaviour, appraisals of behaviour, and can change following life experiences. Hence, the aim of this study was to investigate the role that the values within Schwartz’s value theory may have in answering these questions. This was accomplished through a thematic analysis of semi-structured interviews with 12 restorative justice facilitators. Consistently, the motivations they observed for both victims and offenders participating in restorative justice included themes of prosocial values. Additionally, prosocial values were among those highlighted as being important for the realisation of the benefits of restorative justice. There was also some preliminary evidence that this process may change what values are important for both victims and offenders. Overall, these findings have implications for restorative justice providers; a greater understanding of motivations, who will benefit, and how restorative justice can be presented to appeal to a wide audience. 相似文献
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Vicky De Mesmaecker 《Contemporary Justice Review》2013,16(3):239-267
Despite the encouraging results of public opinion assessments on restorative justice, people are not likely to spontaneously suggest restorative measures after a crime. Restorative justice thus seems in need of a public relations strategy. This paper discusses the strategy labeling victims as the universal remedy to promote restorative justice, and the proposal of promoting restorative justice through the media by foregrounding crime victims in media reports on crime. This strategy stems from a belief that the most appealing aspect of restorative justice to the public is its thoughtfulness to victims. However, I will argue that there are three problems with this approach. These concern: (1) the victim’s position in both restorative justice theory and practice; (2) the characteristics of media reporting on crime in general and victims in particular; and (3) the risk of attaining a result opposite to the initial objective (i.e. increasing punitive attitudes instead of promoting restorative justice). 相似文献
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M.A.D.S.J.S. Niriella 《国际比较与应用刑事审判杂志》2013,37(3):233-247
Within the framework of retributive justice, crime is understood as an offence against the State and is defined as a violation of law. It represents the punitive approach of reaction to crime, where the offenders are considered as an unwanted group who should be punished. However, with the development of criminology, offenders are identified as the persons needing rehabilitation and reintegration into the society as law abiding citizens. This novel thinking has paved the way to the establishment of the concept of restorative justice where crime is understood to be an infringement on man and human relationship. It involves reintegration of both the offender and victim within the community. The restorative justice principle could be found in community service orders, probation, parole, and other noncustodial measures as alternatives to the traditional incarceration, victim offender mediation, sentencing, peacemaking and healing circles, police cautions, and active participation of victims in the criminal justice process, and so on. This article evaluates Sri Lanka's transformation from retributive justice to restorative justice by incorporating the above-mentioned means and methods to the criminal justice system. Further, it examines how these innovations have affected the crime rate in Sri Lanka. 相似文献
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Kelly Waltman-Spreha 《Contemporary Justice Review》2013,16(1):91-114
Within contemporary society, there is a prevailing sentiment that our criminal justice system leaves much to be desired in its responses to the offender, the victim, and the community. As a potential answer to these conceded shortcomings, restorative justice has earned significant recognition and consideration. While restorative justice principles and programs have received increasing support, for many individuals this is limited to cases involving relatively ‘minor,’ first time, and/or juvenile offenses. When it comes to situations with more ‘serious’ and violent offenses, acceptance of restorative responses dissipates. Gaining broader acceptance can be particularly challenging with current college students. With many students raised in the ‘get tough on crime’ era, embracing this alternative approach to serious crimes can be a difficult paradigm shift. This article will provide a framework for approaching the feasibility of applying restorative justice with serious offenses in the college course. In addition, suggestions for readings, projects, and assignments that will further assist in effectively engaging students with these issues will be provided. 相似文献
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Barb Toews 《Contemporary Justice Review》2013,16(1):6-27
Restorative justice is currently practiced in a variety of ways inside correctional facilities. One such way is the facilitation of restorative justice education. If grounded in restorative values, such education can contribute to outcomes similar to other restorative practices, such as victim offender dialogue. These outcomes include opportunities to speak to personal experiences, personal change, and growth, and a desire to engage in positive relationships and give back to the community. This paper draws on the teaching and facilitation experiences of the author and incarcerated peer facilitators to develop a restorative justice pedagogy. This pedagogy, based on restorative values, aims to inspire individual and social transformation; build community among participants; give voice to the unique experiences of participants; offer opportunities for real-life problem solving; provide a creative learning environment that is co-created by students and facilitators; view students as practitioners, theorists, and educators; and invite instructors to view themselves as students and share in the learning process. Implications of the restorative justice pedagogy for teaching outside the prison context and with course material other than restorative justice conclude the article. 相似文献
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Restorative justice, rooted in the practices of indigenous people across the globe, has grown exponentially in both theory and practice since its beginnings in Canada in the 1970s. Restorative justice has influenced the interactions between offenders and victims, helped community members address crime and develop self-efficacy, and changed the way some countries rebuild after a history of oppression. Despite these restorative justice influenced changes, many criminology and criminal justice programs pay scant attention to restorative justice in curricula. This paper will examine ways to include restorative justice in criminal justice and criminology curriculum and the challenges involved in the process. The paper will then examine how the Law and Justice Department at Central Washington University has incrementally added restorative justice components to its curriculum, culminating most recently with the addition of a Community and Social Justice course. The paper will conclude with several examples of classroom activities and assignments that have helped connect students with the theory and practice of restorative justice. 相似文献
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Karen Roland Glenn Rideout Geri Salinitri Marc P. Frey 《Contemporary Justice Review》2013,16(4):435-447
Researchers have noted that restorative justice (RJ) practices in schools seem to improve targeted outcomes (e.g. decreased office visits, increased grades, etc.). It has been acknowledged that a ‘grassroots’ (beliefs level) buy-in from teachers is necessary for the creation of a school environment that is in line with the ideals of RJ. In the current study, an operational definition for restorative justice ideology (RJI) was developed and used as the basis for the creation of a RJI measurement instrument. This is intended to facilitate understandings of the influence that RJ training has on individuals at the beliefs level, and whether the degree to which an individual holds an RJI is associated with the degree to which RJ practices are carried out at the classroom and school level. An exploratory factor analysis was conducted, a three-factor model was selected, and the instrument was tested for reliability and validity. The RJI was then used to investigate whether other individual differences were related to the RJI of teachers. The outcome of this study was the development of a psychometrically sound RJI instrument. Perspective taking, empathic concern, pupil control ideology, personal distress, and self-efficacy were identified as important characteristics of RJI. 相似文献
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Teaching restorative justice in an academic setting is different from teaching almost any other academic course. Courses taught in the context of academic criminal justice programs tend to reinforce the structural inequalities in society, replicated and reinforced by instructor driven classroom experiences. In contrast, effective teaching of restorative justice should emulate the values of principles of restorative justice in the organization and management of the course. Teachers of restorative justice must ‘walk the talk’ and apply restorative principles and values to the design and delivery of the course itself. A conceptual framework for ‘restorative andragogy’ is developed that blends principles and values of adult learning with those of restorative justice. Four principles of this approach are identified and applied across three instructional modalities – face-to-face, online only, and hybrid courses. This approach provides a theoretically grounded model for effective teaching of restorative justice courses. 相似文献
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Beginning with the premise that our linguistic and cognitive systems are fundamentally metaphorical in nature, this study seeks to explore the predominant metaphor of restorative justice (RJ), the metaphor of healing. Metaphor choice is important, particularly in conflict situations, as they encourage and discourage particular behaviors, attitudes, and perceptions. The conceptualization of RJ as a healing process (where participants heal the wounds caused by offending behaviors) is pervasive and integrated into the academic literature. Perhaps either due to its banality or its seeming beneficiality, we assert that the healing metaphor has not received sufficiently critical reflection. We examined primary metaphor use among RJ facilitators using 319 single-spaced pages of interview data gathered from 20 RJ facilitators. Our results suggest that the healing metaphor is potentially problematic for victims, offenders, and facilitators. We suggest an alternative, garden metaphor, for consideration as an alternative. 相似文献
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Stephanie Vieille 《Contemporary Justice Review》2013,16(2):174-192
More often than not, restorative justice is said to take roots in Indigenous practices. In fact, Indigenous and other traditional mechanisms of justice are often described as examples of restorative justice practices. In New Zealand, the government equates the Mãori approach to doing justice with family group conferences (FGC); a restorative justice mechanism which it claims embodies Mãori values and preferences. This article contends, however, that the type of ‘justice’ embodied in customary mechanisms, has often been taken out of context, and rendered universal and ahistorical through its representation as restorative justice mechanisms. Using fieldwork evidence, an analytical comparison between principles of restorative practices, New Zealand’s FGCs and the Mãori approach to justice was conducted. It concludes that this tendency to equate restorative justice with Indigenous approaches to law and justice is harmful and dangerous for it risks rendering the scholarship homogenizing and universalizing restorative justice, to the detriment of local preferences and practices. 相似文献