Pub Date : 2023-01-02DOI: 10.1080/10282580.2023.2216706
P. Mutsaers, Sabine de Vries
ABSTRACT Maroon societies are seriously understudied in the restorative justice (RJ) field, which is odd considering their age-old struggle against retributive justice systems. Precisely because the rise of Maroons can be understood as an attempt to ‘reappropriate conflict’ and bring back legal protection to formerly enslaved African-Americans who had been subjected to the crudest of laws under colonial regimes, we should not forget that history when considering how RJ can contribute to or replace criminal justice systems in the 21st century. In Suriname, a renewed interest in the Maroons has recently boosted the RJ movement. Against the background of a discussion between maximalists and abolitionists, we reactivate the ‘transferability debate’ by asking if and how maroon justice in the country’s interior can be brought to the city and help its criminal justice system to develop RJ. Our answer combines 20th century anthropologists’ work on maroon justice in Suriname with the first steps that we have taken in our own ethnography with ex-detained Maroon and Creole youth in Paramaribo and their receptiveness to hypothetical RJ measures.
{"title":"Maroon justice in Suriname: pasts and presents worth fighting for","authors":"P. Mutsaers, Sabine de Vries","doi":"10.1080/10282580.2023.2216706","DOIUrl":"https://doi.org/10.1080/10282580.2023.2216706","url":null,"abstract":"ABSTRACT Maroon societies are seriously understudied in the restorative justice (RJ) field, which is odd considering their age-old struggle against retributive justice systems. Precisely because the rise of Maroons can be understood as an attempt to ‘reappropriate conflict’ and bring back legal protection to formerly enslaved African-Americans who had been subjected to the crudest of laws under colonial regimes, we should not forget that history when considering how RJ can contribute to or replace criminal justice systems in the 21st century. In Suriname, a renewed interest in the Maroons has recently boosted the RJ movement. Against the background of a discussion between maximalists and abolitionists, we reactivate the ‘transferability debate’ by asking if and how maroon justice in the country’s interior can be brought to the city and help its criminal justice system to develop RJ. Our answer combines 20th century anthropologists’ work on maroon justice in Suriname with the first steps that we have taken in our own ethnography with ex-detained Maroon and Creole youth in Paramaribo and their receptiveness to hypothetical RJ measures.","PeriodicalId":10583,"journal":{"name":"Contemporary Justice Review","volume":"26 1","pages":"71 - 92"},"PeriodicalIF":0.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43202851","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-02DOI: 10.1080/10282580.2023.2204884
Ceema Samimi, Tyler M. Han, Amy Navvab, Jennifer A. Sedivy, Yolanda Anyon
ABSTRACT This study used integrative review methodology to synthesize research on the relationship between school-based restorative practices and exclusionary discipline outcomes in the United States. Exclusionary discipline outcomes were defined as out-of-school suspensions, expulsions, and referrals to law enforcement. A literature search produced 5,764 publications, and 11 studies were included in the final sample. Peacemaking circles were the most common restorative practice implemented, and secondary analysis of school records was the most common method utilized. Findings indicated that restorative practices are associated with reduced suspension rates, which suggest that school-based restorative practices are a promising approach to reducing exclusionary discipline outcomes.
{"title":"Restorative practices and exclusionary school discipline: an integrative review","authors":"Ceema Samimi, Tyler M. Han, Amy Navvab, Jennifer A. Sedivy, Yolanda Anyon","doi":"10.1080/10282580.2023.2204884","DOIUrl":"https://doi.org/10.1080/10282580.2023.2204884","url":null,"abstract":"ABSTRACT This study used integrative review methodology to synthesize research on the relationship between school-based restorative practices and exclusionary discipline outcomes in the United States. Exclusionary discipline outcomes were defined as out-of-school suspensions, expulsions, and referrals to law enforcement. A literature search produced 5,764 publications, and 11 studies were included in the final sample. Peacemaking circles were the most common restorative practice implemented, and secondary analysis of school records was the most common method utilized. Findings indicated that restorative practices are associated with reduced suspension rates, which suggest that school-based restorative practices are a promising approach to reducing exclusionary discipline outcomes.","PeriodicalId":10583,"journal":{"name":"Contemporary Justice Review","volume":"26 1","pages":"28 - 47"},"PeriodicalIF":0.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42223668","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-02DOI: 10.1080/10282580.2023.2181289
M. Venkatesan, Noah Alper, A. Baker, Stephen Bernard, Paolo Lichtenthal, Katherine Murphy, Jacklyn Peterson, Rayana Radueva, Anthea Simon
ABSTRACT This paper, developed by participants in an Economics of Crime course at Northeastern University in conjunction with their professor, highlights student perspectives of the relationship between the economic system, its operations and institutions, and the marginalization and victimization of Black people. The paper addresses specific attributes of the course curriculum that facilitated student understanding of these topics, and in doing so suggests an alternative pedagogy for discussing crime from an economics disciplinary perspective. The inclusion of historical context in the criminalization of race and poverty aligns to bell hooks’ Teaching to Transgress, as course engagement centers on social context and responsibility while also critically assessing economic models of crime that have arguably obscured the relationship between racial discrimination, economic opportunity, legitimized slavery, and monetization of human life, and instead have provided credibility to economic incentives for crime by assuming rational behavior and free will. Additionally, inclusion of the causes and criminalization of groups and resulting student outcomes from the course provide an example of bell hooks’ learning community and reflects the engagement between students and their professor.
{"title":"Designing engagement: a student-based perspective of the economics of crime","authors":"M. Venkatesan, Noah Alper, A. Baker, Stephen Bernard, Paolo Lichtenthal, Katherine Murphy, Jacklyn Peterson, Rayana Radueva, Anthea Simon","doi":"10.1080/10282580.2023.2181289","DOIUrl":"https://doi.org/10.1080/10282580.2023.2181289","url":null,"abstract":"ABSTRACT This paper, developed by participants in an Economics of Crime course at Northeastern University in conjunction with their professor, highlights student perspectives of the relationship between the economic system, its operations and institutions, and the marginalization and victimization of Black people. The paper addresses specific attributes of the course curriculum that facilitated student understanding of these topics, and in doing so suggests an alternative pedagogy for discussing crime from an economics disciplinary perspective. The inclusion of historical context in the criminalization of race and poverty aligns to bell hooks’ Teaching to Transgress, as course engagement centers on social context and responsibility while also critically assessing economic models of crime that have arguably obscured the relationship between racial discrimination, economic opportunity, legitimized slavery, and monetization of human life, and instead have provided credibility to economic incentives for crime by assuming rational behavior and free will. Additionally, inclusion of the causes and criminalization of groups and resulting student outcomes from the course provide an example of bell hooks’ learning community and reflects the engagement between students and their professor.","PeriodicalId":10583,"journal":{"name":"Contemporary Justice Review","volume":"25 1","pages":"313 - 336"},"PeriodicalIF":0.0,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44259982","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-02DOI: 10.1080/10282580.2023.2190629
R. Maniglia, Jen Lee Gonyea, Ashley Kilmer
{"title":"Teaching to Transgress: a legacy remembered: a tribute to the lasting impact of Bell Hooks","authors":"R. Maniglia, Jen Lee Gonyea, Ashley Kilmer","doi":"10.1080/10282580.2023.2190629","DOIUrl":"https://doi.org/10.1080/10282580.2023.2190629","url":null,"abstract":"","PeriodicalId":10583,"journal":{"name":"Contemporary Justice Review","volume":"25 1","pages":"217 - 220"},"PeriodicalIF":0.0,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46025546","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-02DOI: 10.1080/10282580.2023.2181287
S. M. Rodriguez
ABSTRACT Abolitionist-academics who bring abolition into the classroom are teaching to transgress quite literally in the service of and hope for freedom. This article relies upon thirty in-depth, international interviews with academics teaching in universities and prisons. The research questions emotional labor’s hidden toll on abolitionist scholars and finds that within the interdisciplinary field of critical criminology, participants commonly experienced working through hope, love, loneliness, fear and anxiety. While this research supports earlier understandings of the impact of expectations of caretaking on marginalized scholars, I also find that those who experience personal histories of criminalization may be especially vulnerable to burnout and pushout.
{"title":"Caring in the classroom: the hidden toll of emotional labor of abolitionist scholar-activism","authors":"S. M. Rodriguez","doi":"10.1080/10282580.2023.2181287","DOIUrl":"https://doi.org/10.1080/10282580.2023.2181287","url":null,"abstract":"ABSTRACT Abolitionist-academics who bring abolition into the classroom are teaching to transgress quite literally in the service of and hope for freedom. This article relies upon thirty in-depth, international interviews with academics teaching in universities and prisons. The research questions emotional labor’s hidden toll on abolitionist scholars and finds that within the interdisciplinary field of critical criminology, participants commonly experienced working through hope, love, loneliness, fear and anxiety. While this research supports earlier understandings of the impact of expectations of caretaking on marginalized scholars, I also find that those who experience personal histories of criminalization may be especially vulnerable to burnout and pushout.","PeriodicalId":10583,"journal":{"name":"Contemporary Justice Review","volume":"25 1","pages":"282 - 297"},"PeriodicalIF":0.0,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44856638","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-02DOI: 10.1080/10282580.2023.2181290
S. Shuman, Kempis Songster
ABSTRACT This paper describes an example of collaborative teaching between a university professor and a community advocate with lived experience with the criminal justice system. Inspired by bell hooks’ concept of boundary crossing, we describe the course logistics and the possibilities that collaborative teaching holds to challenge traditional notions of justice and power in the university classroom.
{"title":"The power and promise of collaborative teaching: crossing boundaries in a higher education classroom","authors":"S. Shuman, Kempis Songster","doi":"10.1080/10282580.2023.2181290","DOIUrl":"https://doi.org/10.1080/10282580.2023.2181290","url":null,"abstract":"ABSTRACT This paper describes an example of collaborative teaching between a university professor and a community advocate with lived experience with the criminal justice system. Inspired by bell hooks’ concept of boundary crossing, we describe the course logistics and the possibilities that collaborative teaching holds to challenge traditional notions of justice and power in the university classroom.","PeriodicalId":10583,"journal":{"name":"Contemporary Justice Review","volume":"25 1","pages":"337 - 344"},"PeriodicalIF":0.0,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47253675","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-02DOI: 10.1080/10282580.2023.2181285
Claudio Colaguori, Stephen L. Muzzatti
ABSTRACT As both first-generation, working-class Canadians from Italian immigrant families we were very much outsiders to the academy when we began our respective university studies in the late 1980s. Today, as third-generation critical criminologists, we strive to bring an intersectional perspective to the classroom and to likewise enable marginalized students to find their voice and position themselves as active subjects, not objects of others’ inquiry. From sharing the insights offered by Left Realism and Zemiology the authors offer an autoethnographic account of teaching crime and justice. In keeping with hooks’ observation that the reality of class differences is starkly revealed in educational settings, this paper seeks to explore the intersections between teaching and learning as a process that involves existential self-reflection towards a critical pedagogy aimed at creating an inclusive teaching and learning space that challenges myths, demythologize power relations, and promotes social justice.
{"title":"Teaching and doing anti-criminology: An autoethnography of transgressive pedagogies","authors":"Claudio Colaguori, Stephen L. Muzzatti","doi":"10.1080/10282580.2023.2181285","DOIUrl":"https://doi.org/10.1080/10282580.2023.2181285","url":null,"abstract":"ABSTRACT As both first-generation, working-class Canadians from Italian immigrant families we were very much outsiders to the academy when we began our respective university studies in the late 1980s. Today, as third-generation critical criminologists, we strive to bring an intersectional perspective to the classroom and to likewise enable marginalized students to find their voice and position themselves as active subjects, not objects of others’ inquiry. From sharing the insights offered by Left Realism and Zemiology the authors offer an autoethnographic account of teaching crime and justice. In keeping with hooks’ observation that the reality of class differences is starkly revealed in educational settings, this paper seeks to explore the intersections between teaching and learning as a process that involves existential self-reflection towards a critical pedagogy aimed at creating an inclusive teaching and learning space that challenges myths, demythologize power relations, and promotes social justice.","PeriodicalId":10583,"journal":{"name":"Contemporary Justice Review","volume":"25 1","pages":"256 - 270"},"PeriodicalIF":0.0,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44364987","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-02DOI: 10.1080/10282580.2023.2181284
Tanni Chaudhuri
ABSTRACT In 2019, I created a 60-minute docudrama titled ‘Mira’s Minders’, which examined specific challenges and incentives associated with working as domestic caregivers in West Bengal, India. My research attempt part intentionally and part serendipitously has materialized into the kind of academic practice hooks (1994) recommends- by reconceptualizing knowledge, by taking on a different route than traditional research, highlighting the minority experience from an unusual context, and through bringing in a diverse worldview to the undergraduate and graduate classroom. And yet materializations of such labors of love require thoughtful deliberation. I discuss the methodological and pedagogical implications associated with making a visual project on social justice, which is transnational in scope. For methodology this requires cultivating a thoughtful research design, initiating a timely research conversation with other stakeholders, developing detailed bilingual interview schedules, juggling research protocols with visual documentation, and finally making sense of a rich and complex repository of data. The pedagogical implications include invoking a form of self-actualization, tasks associated with introducing multiculturalism, establishing the close-knit connection between theory and practice, drawing on empathy and finally facilitating learning through the visual process.
{"title":"Using visual sociology for transnational justice- pedagogical and methodological implications","authors":"Tanni Chaudhuri","doi":"10.1080/10282580.2023.2181284","DOIUrl":"https://doi.org/10.1080/10282580.2023.2181284","url":null,"abstract":"ABSTRACT In 2019, I created a 60-minute docudrama titled ‘Mira’s Minders’, which examined specific challenges and incentives associated with working as domestic caregivers in West Bengal, India. My research attempt part intentionally and part serendipitously has materialized into the kind of academic practice hooks (1994) recommends- by reconceptualizing knowledge, by taking on a different route than traditional research, highlighting the minority experience from an unusual context, and through bringing in a diverse worldview to the undergraduate and graduate classroom. And yet materializations of such labors of love require thoughtful deliberation. I discuss the methodological and pedagogical implications associated with making a visual project on social justice, which is transnational in scope. For methodology this requires cultivating a thoughtful research design, initiating a timely research conversation with other stakeholders, developing detailed bilingual interview schedules, juggling research protocols with visual documentation, and finally making sense of a rich and complex repository of data. The pedagogical implications include invoking a form of self-actualization, tasks associated with introducing multiculturalism, establishing the close-knit connection between theory and practice, drawing on empathy and finally facilitating learning through the visual process.","PeriodicalId":10583,"journal":{"name":"Contemporary Justice Review","volume":"25 1","pages":"245 - 255"},"PeriodicalIF":0.0,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42431943","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-02DOI: 10.1080/10282580.2023.2181283
Chrissina C. Burke
ABSTRACT bell hooks states that the necessary conditions for learning to begin – deep and intimate learning – requires respect and care for our students. However, educators have been told they need to enculturate into the higher education social hierarchy for generations – to be the ‘sage on the stage’ rather than creating course and classroom environments that support engaged learning. Our students are intimidated by, and sometimes even, afraid of us from day one as they read our jargon-heavy, punishment-laden, bold-faced, underlined, and all-caps syllabi. We can take steps towards decolonizing our courses, by building equity-driven syllabi that enable students to succeed from day one. This paper provides reflection and practical ideas (that you can use) to create an equity-driven syllabus, demonstrative of your love for teaching and respect and care for your student’s souls.
{"title":"Acknowledging our student’s souls: a case for creating an equity-focused syllabus","authors":"Chrissina C. Burke","doi":"10.1080/10282580.2023.2181283","DOIUrl":"https://doi.org/10.1080/10282580.2023.2181283","url":null,"abstract":"ABSTRACT bell hooks states that the necessary conditions for learning to begin – deep and intimate learning – requires respect and care for our students. However, educators have been told they need to enculturate into the higher education social hierarchy for generations – to be the ‘sage on the stage’ rather than creating course and classroom environments that support engaged learning. Our students are intimidated by, and sometimes even, afraid of us from day one as they read our jargon-heavy, punishment-laden, bold-faced, underlined, and all-caps syllabi. We can take steps towards decolonizing our courses, by building equity-driven syllabi that enable students to succeed from day one. This paper provides reflection and practical ideas (that you can use) to create an equity-driven syllabus, demonstrative of your love for teaching and respect and care for your student’s souls.","PeriodicalId":10583,"journal":{"name":"Contemporary Justice Review","volume":"25 1","pages":"221 - 244"},"PeriodicalIF":0.0,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44737117","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
ABSTRACT This article outlines four pillars of restorative pedagogy, drawing on relevant literature as well as collective learning distilled through a reflective circle process held by the authors during a course called Teaching Restorative Justice at Vermont Law and Graduate School. The four pillars are (1) prioritizing relationships, (2) practicing self-reflection, (3) cultivating dialogue that unearths social systems of oppression, and (4) utilizing strategies for creative and experiential engagement. These four pillars generate a space that promotes a deep integration of class material and activates the community toward social change. The authors reflect on their experience sharing a classroom community as students and professor and on the impact of these pillars on cultivating education as a practice of freedom.
{"title":"Teaching restorative justice","authors":"Lindsey Pointer, Chloe Dutreuil, Brianna Livelli, Catalina Londono, Clare Pledl, Paula Rodriguez, Ping Showalter, Rodney “Page” Tompkins","doi":"10.1080/10282580.2023.2181286","DOIUrl":"https://doi.org/10.1080/10282580.2023.2181286","url":null,"abstract":"ABSTRACT This article outlines four pillars of restorative pedagogy, drawing on relevant literature as well as collective learning distilled through a reflective circle process held by the authors during a course called Teaching Restorative Justice at Vermont Law and Graduate School. The four pillars are (1) prioritizing relationships, (2) practicing self-reflection, (3) cultivating dialogue that unearths social systems of oppression, and (4) utilizing strategies for creative and experiential engagement. These four pillars generate a space that promotes a deep integration of class material and activates the community toward social change. The authors reflect on their experience sharing a classroom community as students and professor and on the impact of these pillars on cultivating education as a practice of freedom.","PeriodicalId":10583,"journal":{"name":"Contemporary Justice Review","volume":"25 1","pages":"271 - 281"},"PeriodicalIF":0.0,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44161083","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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