Restorative justice represents “a paradigm shift in the way Americans conceptualize and administer punishment,” says author Maisha T. Winn, from a focus on crime to a focus on harm, including the needs of both those who were harmed and those who caused it. Her book, Justice on Both Sides, provides an urgently needed, comprehensive account of the value of restorative justice and how contemporary schools can implement effective practices to address inequalities associated with race, class, and gender. Winn, a restorative justice practitioner and scholar, draws on her extensive experience as a coach to school leaders and teachers to show how indispensable restorative justice is in understanding and addressing the educational needs of students, particularly disadvantaged youth. Justice on Both Sides makes a major contribution by demonstrating how this actually works in schools and how it can be integrated into a range of educational settings. It also emphasizes how language and labeling must be addressed in any fruitful restorative effort. Ultimately, Winn makes the case for restorative justice as a crucial answer, at least in part, to the unequal practices and opportunities in American schools.

This book aims to offer a theory of restorative justice in education and map pedagogical stances that support restorative, transformative justice discourse and practice.--

“A moving and beautifully crafted memoir.”—SCOTT TUROW “A daring act of justified defiance.”—SHAKA SENGHOR “Nothing less than heroic.”—JOHN GRISHAM He was seventeen when an all-white jury sentenced him to prison for a crime he didn’t commit. Now a pioneering lawyer, he recalls the journey that led to his exoneration—and inspired him to devote his life to fighting the many injustices in our legal system. Seventeen years old and facing nearly thirty years behind bars, Jarrett Adams sought to figure out the why behind his fate. Sustained by his mother and aunts who brought him back from the edge of despair through letters of prayer and encouragement, Adams became obsessed with our legal system in all its damaged glory. After studying how his constitutional rights to effective counsel had been violated, he solicited the help of the Wisconsin Innocence Project, an organization that exonerates the wrongfully convicted, and won his release after nearly ten years in prison. But the journey was far from over. Adams took the lessons he learned through his incarceration and worked his way through law school with the goal of helping those who, like himself, had faced our legal system at its worst. After earning his law degree, he worked with the New York Innocence Project, becoming the first exoneree ever hired by the nonprofit as a lawyer. In his first case with the Innocence Project, he argued before the same court that had convicted him a decade earlier—and won. In this illuminating story of hope and full-circle redemption, Adams draws on his life and the cases of his clients to show the racist tactics used to convict young men of color, the unique challenges facing exonerees once released, and how the lack of equal representation in our courts is a failure not only of empathy but of our collective ability to uncover the truth. Redeeming Justice is an unforgettable firsthand account of the limits—and possibilities—of our country’s system of law.

Restorative Justice in Education makes the case for restorative justice as a practice as much as it is a paradigm. Through essays, case studies, and interviews, the book outlines for educators and teacher educators how restorative justice can be leveraged to teach across disciplines. Building on the success of Justice on Both Sides, this book consists of four sections that explore instructional practices in history, race, justice, and language. The contributors examine a variety of educational issues and questions for teachers to explore through a transformative justice lens. Topics include how access to history and histories can promote agency for and among marginalized students; how science and mathematics education can be re-imagined to catalyze the creativity and capacity of Black math learners; and how restorative justice practices can foster healthy student identities. The book includes the voices of leading practitioners and scholars, who address the need for both restorative and transformative justice work within, across, and beyond the core disciplines. Particular attention is given to areas of education often omitted from these conversations: early childhood, special education, and ethnic studies. Restorative Justice in Education offers educators the pedagogical tools they need to transform their classroom into just, inclusive, and uplifting spaces.

This original account is based on the author’s experiences with incarcerated girls participating in Girl Time, a program created by a theatre company that conducts playwriting and performance workshops in youth detention centers. In addition to examining the lives of these and other formerly incarcerated girls, Girl Time shares the stories of educators who dare to teach children who have been “thrown away” by their schools and society. The girls, primarily African American teens, write their own plays, learn ensemble-building techniques, explore societal themes, and engage in self analysis as they prepare for a final performance. The book describes some of the girls and their experiences in the program, examines the implications of the school-to-prison pipeline, and offers ways for young girls to avoid incarceration. Readers will learn how the lived experiences of incarcerated girls can inform their teaching in public school classrooms and the teaching of literacy as a civil and human right. “Winn brings to mind theories of play and performance that rarely enter the professional preparation for teachers at the secondary level.” —Shirley Brice Heath, Stanford University “In the brilliant hands of Maisha T. Winn, Girl Time harvests seeds and stories about girls living in juvenile settings. . . . Penned in the ink of love, awe, despair, and dignity, the volume swings between documentary and possibility.” —From the Afterword by Michelle Fine, Graduate Center, CUNY

Barrington Black was for many years one of the UK’s best-known criminal defence lawyers and founder of a solicitor’s firm in Leeds now commemorated in the name of a practice known as Black’s. He was later a Metropolitan Stipendiary Magistrate and Circuit Judge in the Crown Court before becoming a Supreme Court Justice in Gibraltar. Both Sides of the Bench charts his life, legal and judicial progress and his contributions as legal expert to such programmes as BBC TV Look North and Yorkshire Television’s Calendar. Always in demand due to his reputation as a reliable defence solicitor, he was sought out by among others the serial killer Donald Neilson also known as the Black Panther as well as being involved in other high profile cases. His accounts of these and other fascinating cases from his life as a lawyer and judge form the main parts of this compelling book which also looks at his early life, political ambitions and time in the army when he was involved in Courts Martial. It also takes readers behind the scenes to show what it is like to establish and run a legal practice as it grows and develops and contains insights into the normally private and behind the scenes world of the judiciary. Written by one of the UK’s best-remembered defence lawyers, Both Sides of the Bench takes readers behind the scenes of life as a busy lawyer, judge and family man. A valuable social history due to its descriptive passages of parts of London and England and Wales the book also contains criticisms of the way criminal defence is at-risk of dilution. Review 'Filled with anecdotes and observations from a lifetime in court that will be of interest to any practising or student lawyer. There is much to learn from Mr Justice Black’s anecdotes, which are often laced with dark humour and dry wit ... The book is lined with nuggets of practical advice that any criminal lawyer will find useful'- Gibraltar Chronicle. 'An excellent set of views and opinions from a leading well-known and controversial lawyer of our time'- Phillip Taylor MBE and Elizabeth Taylor of Richmond Green Chambers.

How do teachers educate responsibly in an age of mass incarceration? And why should English teachers in particular concern themselves with unequal treatment and opportunity and the school-to-prison pipeline? The authors address these and other critical questions, examining the intersection of restorative justice and education.