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.     

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.     

Community‐based restorative transitional justice in Sierra Leone

Community‐based restorative transitional justice is an important feature of peace consolidation, maximizing access to justice and facilitating reconciliation. Examining post‐conflict Sierra Leone as a case study, the author draws on existing justice practices in Sierra Leone as examples of restorative responses to war criminality. Specifically, the traditional reintegration of former male and female combatants and the emergence of a new project, ‘Fambul Tok’ are detailed. The author discusses and compares the Special Court for Sierra Leone and the Truth and Reconciliation Commission to point to gaps in transitional justice that call for community‐based restorative strategies.     

Restorative justice in the aftermath of politically-motivated violence: the Basque experience

ABSTRACT

An emerging body of literature discusses how restorative justice can contribute to the response to terrorism. This paper expresses concerns about the uncritical acceptance of many orthodox assumptions about terrorism inherent in the search for a “restorative response” to terrorism. When restorative justice embraces the label “terrorism” in what appears to be a politically neutral sense, rather than opening up a critical discussion of realities of political violence and the factors that had propelled it, it may form part of the efforts designed to inculcate “truths” that help control political dissent. With its key aspiration being to restore a presumed healthy order disrupted by terrorist offences, restorative justice may be enlisted to help entrench social relations that led to the violence in the first place. The paper illustrates this danger by examining attempts to use restorative justice techniques by Spanish authorities in the aftermath of ETA or Euskadi Ta Askatasuna (“Basque Homeland and Freedom”) violence. It is argued that rather than searching for a “restorative response” to terrorism, a more adequate framework for restorative justice in the aftermath of politically motivated violence may be found within broader projects of reparation for historical injustices, remembering and political reconciliation.     

The emergence of restorative justice in Sri Lanka: a review essay

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.     

对侦查取证的思考

侦查取证是指侦查机关及侦查人员在办理案件的过程中,发现、固定、收集证据的行为。它是正确处理案件的必经阶段和基本前提。目前我国的侦查取证还存在着法律依据粗疏、观念落后、取证程序和手段非法治化等问题。为了实现司法公正和保护人民、打击犯罪的目标,侦查取证必须注意客观性、合法性、结论的唯一性、遵守直接言词原则和传闻证据规则等。     

论品格证据在未成年人恢复性司法中的运用

品格证据是指证明诉讼参与人的品格或品格特征的证据,即专属和区分不同个体的道德品质总和.由于未成年人恢复性司法的适用对象、启动和强化都需要品格证据的支持.因此,有必要在未成年人司法中引入品格证据,以期完善我国未成年人司法制度.在具体的设计中,品格证据的调查主体应由基层司法行政机构来承担;品格证据的调查内容应包括:身心方面、家庭方面、社会交往方面、成长经历和案发后的表现.同时,为了保证未成年人恢复性司法能更好地发挥作用,品格证据应贯穿于未成年人恢复性司法的启动、协商和后续活动之中.     

我国目前不宜全面引入辩诉交易制度

辩诉交易一直以来被广泛讨论 ,在实践中也有少量案件开始采用辩诉交易的方式结案。通过分析美国辩诉交易发展的内在原因和我国的现状 ,认为我国不宜全面引入辩诉交易制度。