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.     

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.     

The Practice of Nonviolence in the Contemporary World: An Interview with Daniel Berrigan

Critical race theory provides a much‐needed framework for improving the study of race and racism's influence on psychological health and illness. Implicating the mundane and extraordinary, critical race theory explains how racism determines lifestyles and life chances. It also clarifies the individual and institutional nature of racism. Such clarification should be meaningful to sociologists of mental health, especially those interested in how race‐related inequality alters the distribution of psychological health and illness. Towards improving research linking race and racism with mental health, the present essay exposes five weaknesses in the sociology of mental health literature: (1) misspecification of perceived discrimination; (2) neglect of the psychological wages of Whiteness; (3) conflation of race and ethnicity; (4) assumption of mental health measurement invariance; and (5) disregard for narratives about how racism hurts mental health. These weaknesses and the strategies for overcoming them are uncovered by systematically applying select critical race theory tenets.     

‘People and personal projects’: a rejoinder on the challenge of teaching development studies

Abstract

In response to Juan David Parra Heredia’s criticism of her earlier article about her use of post-development as a tool in teaching development studies, Wendy Harcourt reflects further on how the course analysed in 2016 has evolved in the last three years and corrects the misreadings of the pedagogical position-taking by the teachers in the course.     

Culture,integration and African Renaissance

ABSTRACT

This article examines the role of language in negotiating power between Sudanese Arabists and Sudanese Africanists from a critical discourse analysis perspective (henceforth CDA). The aim is to demonstrate how extreme political discourse can jeopardise national unity. The article begins by summarising the basic tenets of the CDA theory and proceeds to examine Sudanese power-related discourse. Particularly, the article assumes both top-down and bottom-up approaches to analyse the discourses corresponding to the two groups, Sudanese Arabists and Sudanese Africanists. The top-down approach examines the discourse of the ruling Arab elites who have exclusive access to institutional discourse and communication. By contrast, although the Sudanese Africanist discourse was once considered illegal and could not be conveyed through public channels, in more modern times it has found the Internet, television and radio (among others) as avenues for dissemination. A number of socio-political groups, generally referred to as marginalised affiliations, are now initiating resistance discourse (henceforth RD) which goes hand in hand with their armed struggle against the ruling elites.     

A critical discourse analysis of 2008 advertising campaigns against software piracy in South Africa

Abstract

This article examines the discursive landscape of anti-piracy campaigns run by the Business Software Alliance (BSA) on behalf of major global software companies. Using semiotic techniques, rhetorical analysis and critical discourse analysis, the article demonstrates the primacy of new capitalism in reinforcing the public understanding of global knowledge economy. But the BSA's strategies and tactics are also found to offer mixed discursive messages, possibly attenuating a major objective of any communication campaign: social behaviour change.     

Fostering Student Engagement in Negotiation Role Plays

Student engagement occurs when students are significantly motivated to invest in their learning behaviorally, cognitively, and emotionally. Although research has shown that higher engagement leads to deeper learning, the importance of student engagement in role plays has been underestimated in negotiation pedagogy. More specifically, role plays that fail to provide authentic experiences or to capture students' interest may lead to suboptimal learning due to a lack of engagement. To help foster learning from role plays, we propose two frames of reference for improving their design: ecological validity and vested interest. Using these frameworks, we suggest strategies to create more authentic and interesting role plays and thus promote richer learning for students.     

Critical infrastructure protection and Russia's hybrid regime

The Russian policy on critical infrastructure protection was outlined in the early 2000s and has been consolidated in recent years as a part of the national security strategy. This policy is evolving against a background composed of an uneasy combination of factors: the degeneration of infrastructures critical for the country's economic and social development, and the de-legitimization of political institutions responsible for protecting ‘population’ and ‘territory’. The recent major catastrophes in Russia, the notorious forest fires in 2010 in particular, have become examples of political events that offer a point of reference for the current regime's failure to uphold its promises of ‘order and stability’.     

Institutional Ableism,Critical Actors and the Substantive Representation of Disabled People: Evidence from the UK Parliament 1940–2012

This study is concerned with the substantive representation of disabled people (SRDP) in legislative settings; in other words, addressing disabled people's needs and concerns in policy and lawmaking. Mixed methods analysis of post-1940 Acts of the UK Parliament, backbench MPs' use of early day motions (EDMs) and written parliamentary questions (WPQs) reveals long-standing institutional ableism. This is the situation whereby systemic practices disadvantage individuals based on their abilities. Inter alia, the findings show that although recent years have seen some progress, there remain significant party differences in the prioritisation of the SRDP – with gains largely dependent on the parties of the left, as evidenced in the data on lawmaking, and use of EDMs and WPQs. Importantly, the findings also support recent theorising on ‘claims-making’ by revealing the pivotal role played by ‘critical actors'. These are parliamentarians (disabled and, crucially, non-disabled) who, compared with their peers, are disproportionately influential in promoting the SRDP.     

Recognition,reification and (dis)respect

Abstract

Axel Honneth Honneth, A. 1982. Moral consciousness and class domination: Some problems in the analysis of hidden morality. Praxis International, 2(1): 12–24.  [Google Scholar] was already recognized as the leading figure in the ‘third generation’ of critical theory, long before he took up, in 1996, Habermas's chair in philosophy at Frankfurt and the directorship of the Institut für Sozialforschung. He has for a long time been reconceptualizing Frankfurt critical theory in terms of an originally Hegelian conception of recognition, and associated notions of respect and disrespect – a model which brings out a concern with human suffering which was a strong feature of the first generation of critical theorists. This volume of translated essays, together with a recent volume in German and his 2005 Tanner Lectures on reification, provides a good opportunity to triangulate Honneth's developing work.