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.     

No fats,femmes, or Asians: the utility of critical race theory in examining the role of gay stock stories in the marginalization of gay Asian men

In the last few decades, proponents of critical race theory have uncovered everyday forms of injustice that continue to affect the lives of men and women of color by exposing the subtle forms of racism that exist in the stock stories told by the dominant group as well as the counterstories told by subaltern groups. However, rarely have we examined the stock stories articulated by subaltern groups to marginalize other subaltern groups. In this paper, I consider the stock stories told by gay White men and the counterstories expressed by gay Asian men to examine subtle forms of racism within the gay community. I argue that we need not only to reveal how the stories narrated by the dominant group continue to maintain social inequality, but that we also need to consider how subaltern groups help to maintain social inequality by adapting the language of the dominant group to use against other subaltern groups.     

Performance Evaluation in the Arts and Cultural Sector: A Story of Accounting at Its Margins

In this article, I present a review of financial and management accounting literature on the arts and cultural sector. My objective is to understand to what extent this literature is able to offer a critical perspective on the study of performance evaluation practices in arts and cultural organizations, as it is currently missing in the arts management literature. Adopting a critical perspective means shifting the focus of research from the technicalities of evaluation rules and procedures to their embodiment by the different organizational and societal actors of the arts and cultural sector.     

Nostalgias

Abstract

This paper launches a thought experiment the aim of which is to recover and defend an idea of nostalgia as something other than merely maudlin yearning after the days of yore. Much critical comment on nostalgia, in everyday parlance and in academic debate, begins from the standpoint that the time longed for was never really as it is now, nostalgically, imagined. The force and validity of this jibe is admitted in this paper, but it argues that the concept of nostalgia can be reshaped and turned in quite different less reactive directions. A distinction between Nostalgia and nostalgias is coined in order to introduce a plural and critical version of nostalgic memory. The play of memory in nostalgias is exemplified through a focus on four topoi of experience which are strained, possibly even shattered, by the digitalisation and rationalisation of contemporary culture and society. Nostalgias of and for the body, nature, thought, and modernity itself are explored by comparison to themes of melancholy and utopia which arise in Frankfurt School critical theory as responses to a similarly perceived trauma and triumph of instrumental reason. I argue that ultimately the distinction between nostalgias and Nostalgia cannot be maintained - nostalgias are rather types or tropes of Nostalgia. However, through thinking Nostalgia along the lines of this neologism (nostalgias) we might come to see its dynamic and critical mnemonic potencies. Hence, the paper concludes that nostalgia ought not be simply contemned and dismissed as the conservative freezing of memories and images of a fake past.     

Boko Haram and the discourse of mimicry: a critical discourse analysis of media explanations for Boko Haram’s improved video propaganda quality

The Nigeria-based violent non-state actor Boko Haram is increasingly reported on in the news media in relation to the Islamic State, another, more prominent, violent non-state actor. In particular, these comparisons have been drawn within the context of reports on Boko Haram’s recent improvement in video propaganda quality. While the associations with the Islamic State are often warranted, there are broader social consequences when colonial power relations are brought into play. Borrowing an approach from critical discourse analysis, 16 online English-language news articles were read through a postcolonial lens in order to analyse the structural relations of dominance that arise when discussing African non-state actors. The analysis revealed that among the corpus of articles, nine developed a discourse of mimicry, which serves to deny Boko Haram full agency, relegate them to a silenced subaltern status, and ultimately to diminish the sense of threat posed to the dominant geopolitical security paradigm.     

British Muslims and the discourses of dysfunction: community cohesion and counterterrorism in the West Midlands

This article analyses how British discursive representations of Muslims during the last decade were utilised in a local context during the planning stages of a proposed mosque in the West Midlands town of Dudley. Locating the central narratives in dominant national discourses of community cohesion and counterterrorism, this article analyses how correspondents to a local newspaper re-articulated national representations of Muslims as culturally dysfunctional in a local context and used these representations to argue against construction. By critically analysing the local expression of dominant national discourses of threat and blame, in terms of both inherent contradictions and ideological effects, this article highlights the ways in which these discourses worked to exclude Muslims while simultaneously reprimanding them for failing to integrate into a national and local culture that regarded them as inherently ‘other’.     

Issues in teaching terrorism as cultural artefact

From a humanities course on terrorism that focuses on how terrorist ideology and acts are transformed into cultural artefacts, several pedagogical–theoretical issues have emerged: the incongruity of viewing terrorist violence as art; 9/11 as an ahistorical event; the impossibility of defining terrorism; the infiltration (trivialisation?) of terrorism into popular culture; subgenres of terrorist works, each with its own paradigm; and the iconoclastic potential of many terrorist texts and films. These issues have implications for the curricular design of terrorism courses and for the role of instructors – in academia and in the larger community.     

Community-Partnered Needs Assessment: A Strategy to Teach College Students About Health Disparities

Partnering with communities to provide service-learning opportunities for undergraduates can be an effective strategy to teach college students about health disparities. In the current study, undergraduates partnered with a public K–8 school to conduct a participatory needs assessment. College students worked directly with teachers, parents, public school students, and key stakeholders to identify and prioritize health needs, and they awarded the partnership school a grant to address physical activity and bullying. Undergraduates rated the class highly favorably and reported a deeper understanding of health disparities resulting from the service-learning activity. Health disparities research is increasingly becoming a national priority and service learning can attract future talent by providing undergraduates with the opportunity to engage in the material in a meaningful way with clear community benefit.     

Nation,national remembrance,and education – Polish schools as factories of nationalism and prejudice

This article describes and attempts to explain the reasons for the conservative and nationalist character of Polish schools. The author uses data from surveys, analyzes political programs, postulates concerning education put forward by conservatives, and quotes poems emphasizing national identity from textbooks used at schools to teach reading skills. According to the author, it can be observed that nationalists build an atmosphere of aversion to immigrants, which affects racism in the school hallways. The article also presents the phenomenon of so-called school chambers of national remembrance, which are part of patriotic rituals practiced by Polish society. The author emphasizes that nationalism is the basis for changes in history programs of study, which are part of the educational reform implemented by the Law and Justice (Prawo i Sprawiedliwo?? – PiS) government. The cultural soft power, which is used to make reality more “national,” complements the administrative and political hard power of the PiS party – both tools are used to create an authoritarian-nationalist vision of social order.     

From a ‘terrorist’ to global icon: a critical decolonial ethical tribute to Nelson Rolihlahla Mandela of South Africa

This article examines Nelson Rolihlahla Mandela’s political life and legacy from the perspective of critical decolonial liberation ethics, which privileges a paradigm of peace, humanism and racial harmony and opposes the imperial/colonial/apartheid paradigm of war, racial hatred and separation of races. This system emerged in the 15th century and was driven by the desire to conquer, dispossess, colonise, exploit and segregate people according to race and, alongside imperatives of primitive accumulation, it informed the colonisation of South Africa and the imposition of apartheid. Mandela was a liberation fighter who provided an antidote to the colonial ideology of racial profiling and hierarchisation. What distinguished him from other freedom fighters was his commitment to the cause of human rights as early as the 1960s, long before it attained its status as a constitutive part of global normative order. When Mandela became the first black president of a democratic South Africa, his practical and symbolic overtures to whites and his reconciliatory politics aimed to call them back to a new inclusive humanity. Critical decolonial ethics logically enables a tribute to Mandela that privileges his commitment to a post-racial society and new humanism.