恢复性司法“中国化”之制度抗衡问题研究

就被害人、犯罪人利益保护而言,无论是附带民事诉讼制度、还是刑事被害人补偿制度抑或是刑事和解制度、非刑罚处罚方法,它们都远不如恢复性司法那么周详;就提高诉讼效率而言,刑事简易程序功不可没,但已无拓展的空间,亟须恢复性司法的加盟。     

恢复性司法的正义价值——以构建和谐社会为视角

恢复性司法以其特有的冲突解决方式实现了传统刑事司法很难实现的社会效果,得到联合国的肯定与推广,也十分契合我国构建和谐社会的目标,但由于采取非诉讼和非刑罚的方式,加害人与受害人在冲突的解决中居于主导地位,颠覆了传统司法的国家主导及刑罚为主的模式,尽管具有良好的社会效果,但其公平与正义性却遭到质疑,成为在我国确立推行的障碍。辨析体现公平正义的传统刑事司法基本原则,恢复性司法的正义价值不容置疑。     

情势变更原则的类型化研究

情势变更原则具有内涵抽象、标准不明、极易被滥用的弊端,在理论和实践上具有极大争议。为正确把握情势变更原则的适用条件,妥当设置情势变更原则适用的法律后果,除参考各国立法例和理论研究成果之外,还应以总结裁判经验为最有效的研究方法。在研究判决材料的基础上,认知司法者对情势变更原则的理解程度和行动取向,可以为我国司法实践正确处理情势变更问题提供稳妥且具有可操作性的学理指引。     

能动司法哲学观的解读

司法能动主义首先是从美国兴起的一场司法运动。在历史上司法能动主义并没有一个统一的含义。在美国历史上就司法克制还是司法能动的争论非常激烈,而司法姿态也是在这两种审判哲学之间呈现出"来回摆动"的情形。随着我国法治建设的发展,这种争论也渗透到我国的司法界和理论界。目前我国提出能动司法的审判哲学,这与西方的司法能动主义存在交集,同时也有区别。对此,我们应该予以辩证地看待。     

论恢复性警务——一种立足于社区的新型警务模式

恢复性警务来源于西方恢复性司法理念在警务领域中的扩展,由警察承担的恢复性司法工作逐渐演变成由警察发起的恢复性警务运动,恢复性警务立足于社区,强调社区关系的恢复,对于我国的警务改革有着重要的借鉴意义。     

Constructing a restorative school district collaborative

This action research initiative showcases the impact of a collaborative process involving educators who are delivering restorative practice to schools in the second largest school district in California. Three restorative practice action-oriented cycles engage educators in developing leadership capabilities to implement a restorative practice approach in targeted schools. Data shows through collaborative participation, restorative educators and stakeholders transform their ideas into restorative action.     

Youth restorative justice conferencing: facilitator’s language – help or hindrance?

Youth crime is an ongoing concern in Australia. Victims, offenders and the community are all affected by crime and the current criminal justice approach seems both ineffective and inefficient. Restorative justice proponents have posited that their approach to justice through dialogue and negotiation in the conferencing process may be more effective than the traditional retributive justice. Restorative justice conferencing for young offenders is not, however, unfaultable in its ability to reduce the harm caused by crime or to reduce recidivism. The main focus of conferencing has been on the outcomes with limited attention paid to the process and its impact on a young offender’s sense of wrongdoing and remorse. There has been limited research undertaken into the oral competencies of young offenders in relation to their performance in conferencing, and equally limited studies on the specific use of language by facilitators. Other research has shown a coexistence of youth offending and developmental language and learning disabilities. The secondary study discussed in this paper reveals the language difficulties encountered by young offenders in the conferencing process. It is recommended that in order for young offenders to understand what they have been asked, to reflect on it, to express their thoughts and feelings, and for behavioural change to occur, the communication, both verbal and non-verbal, must be unambiguous, comprehensible and pitched at their individual demographic. More research is required into language use by conference facilitators and its impact on young offenders.     

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).     

“To not hate”: reconciliation among victims of violence and participants of the Greensboro Truth and Reconciliation Commission

The Greensboro Truth and Reconciliation Commission (GTRC) was an intervention promoting reconciliation among the victims and community affected by the 1979 Greensboro Massacre in North Carolina. An exploratory qualitative research design was used, in which in‐depth, open‐ended interviews were conducted with victims of the Greensboro Massacre who subsequently participated in the GTRC (n = 17). Findings revealed a typology of reconciliation that includes cognitive–affective, behavioral and social reconciliation. Respondents displayed different orientations in how they prioritized reconciliation with the twin goals of seeking truth and justice. The GTRC did contribute to interpersonal reconciliation, and can be a useful model of communities working to recover from violence. The cognitive–affective, behavioral and social typology of reconciliation can be used to assess other interventions aimed at promoting reconciliation. Individuals’ personal orientations towards reconciliation can also be used to explain different reactions among people to restorative justice efforts.     

Responding to academic dishonesty in universities: a restorative justice approach

The implementation of restorative approaches in schools has been commonly seen in elementary and high schools, yet the development of restorative approaches in post‐secondary institutions has not been fully explored. In respect to university education, a more restorative approach to student discipline can be a proactive educational response mediating the response of student discipline boards to instances of student wrongdoing. Existing practices are explored, and critiqued from a restorative justice perspective. The rationale behind moving to a restorative response is outlined, and the experiences of student discipline boards that currently employ restorative approaches are assessed to determine how effective this paradigm shift could be. How university responses to student misconduct might function if aspects of the academic environment were built on restorative values and principles is explored, in particular, through looking at the benefits accruing to the development of restorative practices in the classroom, in distance education and for students who experience language difficulties.