News & Announcements
Howard Zehr, distinguished professor of restorative justice at Eastern Mennonite University, sent a note of response to some of the negative responses by restorative justice advocates to the NYTimes Magazine article that appeared a few weeks ago. He writes:
The responses by restorative justice advocates to the NYT article on justice and forgiveness are partly a result of some errors in the story and to things that were left out. Readers may be interested in this interview about the case with Sujatha Baliga who facilitated the case. And if it's helpful to know, I was the one that connected Sujatha to the families and advised behind the scenes along the way. There are of course many skilled facilitators for serious violence dialogues. What this case required at the pre-plea stage was an experienced attorney rooted in restorative justice. Sujatha ended up also being the facilitator because the families insisted on it.
Here's a redux of IIRP UK & Ireland's 2012 one-day conference in Swansea, Wales, in November.
Find out about IIRP UK & Ireland's Summer 2013 conference here.
Experience three days immersed in a restorative environment.
April 3-5 (Wed.-Fri.) | Bethlehem, PA
544 Main St., Bethlehem, Pennsylvania 18018 USA
Cost: $425 per person (includes lunch)
Space is limited, so register early.
Marilyn Armour and Stephanie Frogge, restorative justice practitioners, respond the the New York Times Magazine's story a few weeks ago that told the story of a restorative conference for the families of both victim and offender after a young man murdered his fiance. They write:
As restorative justice practitioners, our initial reaction to the article was one of jubilation. “A piece about restorative justice in a major newspaper … they like it, they really like it!” But our excitement quickly dimmed.
In this piece, a mother discusses how she talked to her kids about Lance Armstrong and his admission that he used drugs to enhance his cycling performance to repeatedly win the Tour de France. Knowing that restorative practices are used in her children's schools in San Francisco, Amy Graff floated the idea of using restorative practices with Lance and her kids took the bait. She writes:
At the dinner table the other night, I posed this question to my family.
My husband, a cycling enthusiast who’s passionate about the sport, shared, “I’m never forgiving him. The guy ruined the sport.”
“I forgive him, Mommy,” my son said with a smile.
“No way!” was my daughter’s gut reaction.
“But at school you’re taught to forgive your schoolmates,” I pointed out to my daughter. “How would you be asked to approach this situation at school? Would you forgive him on the school playground?”
In anticipation of the February 2013 issue of The Prevention Researcher on restorative justice, which is sponsored by the International Institute for Restorative Practices, the magazine has just released an audio podcast interview about school implementation of restorative practices. Dr. Christopher Plum is Interim Superintendent at the Plymouth Educational Center, a K-12 charter District in the heart of Detroit, Michigan.
A few years ago, the Plymouth Educational Center began using mandatory, district-wide, restorative practices. Since then, district administrators and faculty have witnessed a "magical" transformation of their school culture. Dr. Plum talks about the restorative practices which have been implemented, the challenges in doing so, and what changes he has noticed in the schools.
Along the lines of the previous post, I would also add this statement from the "Dignity in Schools Campaign":
In the weeks following the tragic events in Newtown, Connecticut, a number of advocates, including members of Congress and the National Rifle Association, have called for armed guards and/or police officers in public schools. As Vice President Joe Biden’s task force on gun violence develops policy recommendations in response to the attack and gun violence more generally, a coalition of youth, parents, education advocates, civil rights organizations, and law enforcement are cautioning the White House against embracing proposals to put armed guards and police in schools.
“A police presence makes us feel unsafe and unwelcome in our own schools,” said Tanisha Denard, a youth organizer with the Youth Justice Coalition, a member of the Dignity in Schools Campaign. “Police are trained to stop and prevent crime on the streets, not to mediate problems that may come up between young people in a school. When we go to school, we go there to learn, to be students, not to be treated like criminals.”
Mikhail Lyubansky at Psychology Today posted this letter submitted by Psychologists for Social Responsibility (PsySR) to Vice-President Joe Biden's office in reference to his Task Force on Gun Violence. In addition to recommending a ban on assault weapons, the group makes two recommendations relating to restorative justice.
They first outline their position as follows:
"We see school attacks such as Newtown in the context of a broader culture that endorses force and violence as the way of resolving disputes, including war, urban violence and a harsh, punitive criminal justice system. As mental health professionals, we know that effective psychological treatment can help troubled individuals find safer ways to express themselves, and we unequivocally support early identification of mental health concerns and improved access to services for those who need them. However, the data show that there is no single cause of violence and, as a group, those with mental illness are no more prone to violence than those without such a diagnosis. Similarly, the empirical data have so far failed to establish a clear and consistent link between media consumption and violence. It is our position that violence is a societal problem, not a mental health or media problem, and we urge the Task Force to respond accordingly and not focus exclusively on a particular subgroup of Americans. We also believe that easy access to guns, especially assault weapons, are part of the culture of violence and believe that any national effort to reduce violence must somehow address the easy access to such weapons."
Pat Schneider in The Capital Times reports on a project to implement restorative practices in a number of Madison, Wisconsin schools, with training provided by the YWCA.
Here are two excerpts from the article:
To hear the students at Sennett Middle School tell it, restorative practices hold a lot of potential for helping students do better in school and for building more positive relationships.
The Sennett students spoke of skills they developed while training as the “circle keepers” who run restorative circles at a brief ceremony on Dec. 18 marking their accomplishment. Training in the circle has helped them learn to work with each other, help others and take others’ opinions into account, students said. “It really got me thinking,” said one boy. “It makes me see who I want to be in life,” said eighth-grader Pierre Ruffin.
Nirvi Shah reports in Education Week that researchers at Johns Hopkins University have found a relationship between suspensions and failure to graduate from high school. But they also say that other factors might be at work in reducing graduation rates.
About three-fourths of Florida 9th graders who were never suspended out of school as freshmen graduated from high school, compared with a 52 percent graduation rate for those suspended once and a 38 percent rate for those suspended twice in their first high school year, an analysis has found.
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