Justice in relationships: Calgary community conferencing as a demonstration project

Contemporary and alternative justice paradigms lead to definitions of wrongdoing as "lawbreaking" and "harm to social relationships" respectively. The retributive model within the contemporary justice paradigm results in strategies to accomplish justice that focus almost exclusively on the wrongdoer. In contrast, the restorative model within the alternative justice paradigm yields justice practices that focus on the relationships among all individuals harmed by the wrongdoing. Calgary Community Conferencing is an example of a restorative approach to wrongdoing. The relational emphasis of this program is operationalized through its organizational location, intended outcomes, and program activities. The challenges faced by Calgary Community Conferencing provide other agencies with ideas about dilemmas they might encounter in attempting to develop restorative justice programs.     

Frenemies: restorative justice and customary mechanisms of justice

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.     

Restorative justice and reconviction

Proponents of restorative justice have suggested that its practices have the potential to reduce reoffending by those responsible for a harm. This article examines these claims using the results of two separate studies of the reconviction of offenders dealt with by processes that had restorative characteristics. The first study examines reconviction rates over'a'period'of'six years for a sample of young people who took part in family group conferences. The second study examines outcomes for samples of 100 offenders involved in each of two different community panel pre-trial diversion schemes for adults. One scheme involved offenders and victims meeting together with community panel members to determine outcomes that would repair harm to the victim and contribute to preventing reoffending. The second scheme involved Maori offenders meeting with representatives of their tribe in a setting with spiritual meaning for Maori. Those participating in both the community panel schemes were less likely to reoffend than matched samples of others who had committed similar offenses. There were also economic savings to the criminal justice system when offenders were dealt with by the panels compared to those dealt with by traditional methods. Taken together, these projects indicate that restorative processes and practices can have a positive impact on helping people to avoid reoffending.     

“And focused upon victims’ needs”: towards an assessment of the victim-friendly principles of restorative justice practice

Scholars and policy-makers typically laud restorative justice as being ‘victim-friendly’ in its rules and practices. High levels of victim satisfaction with its outcomes are put forward to substantiate this claim. However, there has been little research that engages with the constitutive role of restorative justice in shaping conceptions of identities, practices and needs. To address this gap, this article develops an analytic framework through which to assess the victim-friendly approach of restorative justice processes across social and legal contexts. In so doing, it engages with three key elements of restorative justice processes: firstly, how this justice approach conceives victims; secondly, how it shapes its practices (and not just outcomes) to address their concerns; and thirdly, how it responds to individual needs. The paper argues that engagement with the constitutive processes can bring a fresh perspective to the relationship between victims and restorative justice.     

Richard Quinney on the Transformation of Self and Others: An Interview

As an alternative means of achieving justice, restorative practices are touted as community based. The ownership of decisions regarding the response to crime belongs to the key stakeholders, including victim(s), offender(s), and members of the community, both large and small. Each is invited to participate and through their participation, the stakeholders come to own the justice process and its outcomes. One challenge facing restorative practices lies in getting the community to participate. Without the community, several aspects of justice that are restorative, including forgiveness, support for participants, and reintegration are unlikely outcomes. This research examines community involvement in a victim–offender mediation program through observation and analysis of the agreements produced. The findings suggest that while restorative justice is theorized as community based, the community, in this case, appears absent.     

Real-world assignments for restorative justice education

Academic coursework on restorative justice is rapidly emerging in professional schools. As members of applied disciplines entrusted to serve the public good, students must be readily able to transfer classroom-based learning into real world application. This paper describes a weekend intensive, multidisciplinary graduate school course and how three ‘real world’ assignments are used to integrate restorative justice values, principles, and practices. The assignments include interviews with criminal justice representatives, group projects that propose restorative justice practices for addressing social issues and legal cases, and participation in community-based programs. The assignments use processes grounded in experiential learning theory to underscore various dimensions of restorative justice. They also convey and deepen the understanding of restorative justice principles and practices while at the same time develop a sense of moral agency in students.     

In need of a cultural shift to promote restorative justice in Southern Europe

The article describes the main results of a European project on restorative justice (RJ) called Freedom Wings (FW) and presents a new model to promote RJ in Southern Europe, which was developed from FW findings. The principal mission of the FW project is to disseminate best practices of RJ within a transnational network and to promote community participation in conflict prevention and resolution, in order to support individual and social well-being. This paper presents the main findings of multiagency and professional focus groups exploring restorative approaches and community justice. Observation of experts’ social representation of RJ helped the authors to understand the operation of the justice systems in each country and the attitudes of senior officials towards implementing restorative practices in a way that actively involves the community. The analysis shows the necessity of a cultural change in order to switch from a form of RJ managed by the judicial system to one led by the community. The EU project enabled the research team to theorize a model for promoting a relational and restorative community.     

The longmont community justice partnership: Restorative justice practice as collaboration

This paper documents the application of restorative justice principles using a model which was developed by the Longmont Community Justice Partnership (LCJP) and is being used in other communities in Colorado. It explains the structure and operation of this model as well as addresses some of the challenging issues program participants faced during the startup, development, and maintenance phases of the program. Among other issues we consider community support, team development, evaluation, restorative language, funding, and the limitations of the model. Finally we discuss the way in which this program has potential for other communities which seek to implement restorative justice practices.     

Gran Torino

Given the current constellation of fiscal, moral, and logistical problems facing its corrections industry, the USA is on the cusp of a widespread penal reform movement. For the past 200-plus years, each US penal reform that intended to diminish penal practices resulted in widening the reach and deepening the roots of the nation’s punishment system. The question asked here is: is the restorative justice movement in the USA headed the way of past benevolent penal reforms? A new type of social movement: the regressive social movement model is presented. Three past benevolent penal reforms – the penitentiary, the adult reformatory movement, and parole are dissected in order to formulate a regressive reform profile and tested against the restorative justice movement. Field research finds that a repeat performance of regressive reform is in progress. In each of the eight restorative justice movement, variables demonstrate characteristics evident in past benevolent penal campaigns, resulting in a redirection of the campaign’s course.     

Social justice and women leaving prison: beyond punishment and exclusion

Questions related to social justice are often considered frivolous or irrelevant in the context of people who come into conflict with the law. Young (1990, Justice and the politics of difference, Princeton University Press) has pointed to the importance of social justice, especially in societies where the dominant perspective of the privileged is regarded as neutral (and presumably fair), while others remain oppressed and excluded. We investigate the relevance of social justice in the treatment of women who are in prison. Based on more than a decade of practice and four years of research with women in one of Canada's federal prisons for women, we explore the question of social justice in the context of a recreation and leisure initiative whose aim is to assist women not only while they are incarcerated but most especially on release. The social recreation program is brought into the prison by a restorative justice community‐based organization. Men and women from the community come into the prison to recreate together and, in that context of natural conversation, relaxation and dialogue, Circles of support may develop. If a Circle is formed, volunteer members then follow the woman into the community and support her efforts to live as a participating citizen on release. The relevance of the work of Circles in furthering social justice within a system that, despite recent potentially innovative approaches to incarcerating women, has struggled to move beyond traditional practices of punishment and exclusion, which tend not to encourage strong and healthy community life, will be explored.     

Restoring the professor and the students: a circle process and contemplative practices in a restorative justice seminar

Limited research is published on teaching restorative justice in the criminal justice or justice studies curriculum in higher education. This article contributes to the discourse on restorative justice pedagogy by discussing a restorative justice seminar that is taught in a circle process with contemplative practices. Students learn the process of circles, one of the major processes in restorative justice practice, by modeling the practice with participation and leadership. Contemplative practices enhance the learning of restorative justice with meditation and reflection.     

Restorative Justice and “Empowerment”: Producing and Governing Active Subjects through “Empowering” Practices

During the last quarter-century, restorative justice has emerged as a widely-utilised response to crime in Western nations. This article, which stems from a Foucauldian genealogy of restorative justice, argues that its embeddedness within the discourse of “empowerment” renders restorative justice a politically acceptable response to crime. “Empowerment”, it is argued, is one of many conditions of emergence of restorative justice. The discourse of “empowerment” underpins restorative justice in tangible ways, and has informed legislation and policy in Western jurisdictions. This article seeks to problematise the taken-for-granted nature of this discourse. It argues that the discourse of “empowerment” produces restorative justice subjects who are increasingly governed and governable. As “empowering” restorative practices are targeted towards “disempowered” individuals and communities, concerns are raised about the potential of restorative justice to disproportionately impact upon socially marginalised populations and to increase social exclusion.     

Restoring (dis)order: Sanctions,resolutions, and "social control" in anarchist communities

This essay explores the restorative implications of anarchist communities through an analysis of processes such as norm formation, sanctioning, conflict resolution, and economic exchange. The study explores ways in which anarchist communities employ various restorative measures to maintain group cohesion and achieve a modicum of social control through the application of natural phenomena such as diffuse power, fluid authority, community consensus and mutual aid. Drawing upon studies of communities manifesting anarchist tendencies--Aincluding utopian experiments, indigenous cultures, and the unique case of the Rainbow Family of Living Light--a picture begins to emerge wherein conceptions of property and the social dynamics that inhere within a community are inextricably linked, suggesting the propensity of anarchist communities to promote an organic synthesis of self, society, and nature. In the end, by exploring tenets associated with the nascent restorative justice paradigm, it is observed that anarchist communities manifest principles that challenge the dominant conceptions of criminality and legality, providing a framework for envisioning models of justice-in-practice that appear on the horizon of possibility and potentiality.     

Student conduct,restorative justice,and student development: findings from the STARR project: a student accountability and restorative research project

The STudent Accountability and Restorative Research (STARR) Project is a multi-campus study of college student disciplinary practices in the USA, comparing traditional conduct hearings that use restorative justice practices alongside traditional college student misconduct hearings. A coherent set of learning goals in college student conduct administration and a robust data-set capable of measuring student learning across different types of disciplinary practice, in particular, comparing traditional ‘model code’ practice with emerging restorative justice processes are examined. Integrating several student development theories, we identify six student development goals: just community/self-authorship, active accountability, interpersonal competence, social ties to institution, procedural fairness, and closure. The STARR Project includes data from 18 college and university campuses across the USA. We analyzed 659 student conduct cases based on surveys of student offenders, conduct officers, and other participants in the conduct processes. Using multiple regression to control for a variety of influences, we determined that the type of conduct process used is the single most influential factor in student learning. In addition, restorative justice practices were routinely found to have a greater impact on student learning than model code hearings.     

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

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.     

Making space for restorative justice in criminal justice and criminology curricula and courses

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.     

Evaluating Restorative Justice Programs in Taiwan

This paper aims to evaluate four restorative justice programs in Taiwan: (1) a mediation system; (2) deferred prosecution and conditional suspended sentence; (3) a youth justice system; and (4) the Taiwan Restorative Justice Initiative. In this paper, models proposed in Marshall (Restorative justice: An overview. London: Home Office, 1999) and Braithwaite (British Journal of Criminology 42:563–577, 2002b) are used as criteria to evaluate the four programs. Based on governmental documents, official statistics, and the findings of previous empirical studies, this paper will examine whose needs and power is focused and what types of value are highlighted in those four programs. This paper finds that current restorative justice programs in Taiwan place greater emphasis on offenders than on other parties such as victims and communities. In addition, maximizing and emergent standards that Braithwaite identifies are implemented more in Taiwan’s restorative justice programs than constraining standards. This paper suggests that restorative justice practices in Taiwan need to be more concerned with victims’ needs and interests, and to strengthen constraining types of restorative justice values.     

The politics of race and juvenile justice: The “due process revolution” and the conservative reaction

Through the prism of race, this article analyzes the social structural and political context of juvenile justice law reforms over the past half century. Throughout the 1950s and 1960s, the Supreme Court imposed national legal and equality norms on recalcitrant southern states that still adhered to a segregated Jim Crow legal regime, and these norms provided the impetus for the Supreme Court's juvenile court “due process” decisions in the 1960s. The article then analyzes sociological, criminological, racial factors, media coverage, and political dynamics of the 1970s and 1980s that contributed to the “get tough” legislative reformulation of juvenile justice policies in the 1990s. During this period, conservative Republican politicians pursued a “southern strategy,” used crime as a code word for race for electoral advantage, and advocated “get tough” policies, which led to punitive changes in juvenile justice laws and practices and have had a disproportionate impact on racial minorities.     

Connecting restorative justice with gender-responsive programming

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).     

从社群主义拯救罪错少年——恢复性少年司法及其社区参与

少年司法固有的福利模式和刑事模式均无法单一地解决少年犯罪的问题,因而受到学界的批评.同时,以恢复社会关系,促进罪错少年回归社会为目标的恢复性少年司法似乎正在成为少年司法的“第三条道路”.从社会变迁的角度看,社会、社群和社区的发展变化对少年司法制度的发展具有巨大的影响力.我国的城市化和市民社会正处于迅速发展的阶段,社会、社群、社区的发展驱动了具有恢复性少年司法因素的少年司法的发展,这体现了社群主义的价值底蕴.我国不少地方的司法机关进行了恢复性少年司法的探索,其各个阶段均具有社区参与的因素.从社会发展的趋势看,城市化和市民社会的发展使恢复性少年司法的社区参与具有广阔的前景.