The purpose of this book is to illuminate a theory of youth engagement in restorative justice that seeks to create systems change for more equitable schools. The authors define youth engagement in restorative justice as partnering with young people most impacted by structural injustice as changemakers in all aspects of restorative practices including community building, healing, and the transformation of institutions. Based on Adam Fletcher’s version of the Ladder of Youth Engagement, coupled with Barbara Love’s model of liberatory consciousness and an analysis of youth engagement in Restorative Justice in three different regions—Western Massachusetts, Oakland, and Houston—the authors provide a theoretical contribution: Youth Engagement in Restorative Justice grounded in liberatory consciousness. In this book readers will find: Comparative case studies from different parts of the country of youth led restorative justice programs. An exploration of the cultural and historical context of each region to situate the work. Stories from the authors' own lives that provide context for their interest in the work given their varied racial identities (White, Black, Latinx, South Asian) and upbringing. Literature review of the language of youth engagement vs. youth leadership/youth organizing/youth participation, along with a new definition of youth engagement in restorative justice. Theoretical framing based on Adam Fletcher’s Ladder of Youth Engagement , which provides a structure for the book. Exploration of how adults must combat adultism both individually and systematically as a prerequisite to doing this work. Student narratives. Applications of the work in the virtual context.

This book introduces Coming to the Table’s approach to a continuously evolving set of purposeful theories, ideas, experiments, guidelines, and intentions, all dedicated to facilitating racial healing and transformation. People of color, relative to white people, fall on the negative side of virtually all measurable social indicators. The “living wound” is seen in the significant disparities in average household wealth, unemployment and poverty rates, infant mortality rates, access to healthcare and life expectancy, education, housing, and treatment within, and by, the criminal justice system. Coming to the Table (CTTT) was born in 2006 when two dozen descendants from both sides of the system of enslavement gathered together at Eastern Mennonite University (EMU), in collaboration with the Center for Justice & Peacebuilding (CJP). Stories were shared and friendships began. The participants began to envision a more connected and truthful world that would address the unresolved and persistent effects of the historic institution of slavery. This Little Book shares Coming to the Table’s vision for the United States—a vision of a just and truthful society that acknowledges and seeks to heal from the racial wounds of the past. Readers will learn practical skills for better listening; discover tips for building authentic, accountable relationships; and will find specific and varied ideas for taking action. The table of contents includes: Chapter 1: Introduction Chapter 2: Trauma Awareness and Resilience Chapter 3: Restorative Justice Chapter 4: Uncovering History Chapter 5: Making Connections Chapter 6: Circles, Touchstones, and Values Chapter 7: Working Toward Healing Chapter 8: Taking Action Chapter 9: Liberation and Transformation And subject include Unresolved Trauma, Brown v. Board of Education, Lynching, Connecting with Your Own Story, Wht Healing Looks Like, Engage Your Community, and much more.

Although restorative justice is probably one of the most talked about topics in contemporary criminology, little has been written about how community involvement in restorative justice translates into practice. While advocates have presented the community as an essential pillar of restorative justice, the rationale for why and how this is the case remains underdeveloped and largely unchallenged. This book offers an empirical and theoretical explanation of what ‘community involvement’ means and what work it does in restorative justice. Drawing on an empirical case study and the wider sociological literature, The Role of Community in Restorative Justice examines the involvement of the community in one selected practice of restorative justice and also considers the implications of the English and Welsh experience for development of a more coherent framework for operationalizing community involvement in restorative justice practices. It is argued that restorative justice programmes need to start from a more concrete and up-to-date notion of community. While operationalizing community involvement, they need to acknowledge, all at once: the importance of place; the importance of family links, friendship and other social ties; and the importance of similar social traits and identities. This book is essential reading for students, researchers and academics in the fields of criminology, criminal justice, sociology, community studies, policy studies, social policy and socio-legal studies. This book will also be valuable reading for a variety of practitioners and policymakers, particularly working with restorative justice and youth justice.

Can community-building begin in a classroom? The authors of this book believe that by applying restorative justice at school, we can build a healthier and more just society. With practical applications and models. Can an overworked teacher possibly turn an unruly incident with students into an "opportunity for learning, growth, and community-building"? If restorative justice has been able to salvage lives within the world of criminal behavior, why shouldn't its principles be applied in school classrooms and cafeterias? And if our children learn restorative practices early and daily, won't we be building a healthier, more just society? Two educators answer yes, yes, and yes in this new addition to The Little Books of Justice and Peacebuilding series. Amstutz and Mullet offer applications and models. "Discipline that restores is a process to make things as right as possible." This Little Book shows how to get there.

A concise and practical guide to bringing the day-to-day practice of restorative justice programs into closer alignment with restorative values. In the past twenty-five years there has been an explosion of programs, projects, and initiatives that use the terms “restorative justice” or “restorative practices.” This reflects multiple trends: the failures and inhumanity of justice system policies and practices; the unfairness and ineffectiveness of “zero tolerance” and other punitive measures adopted in our schools, and the positive impact of those who have promoted restorative practices for the past several decades around the world. This complex mix has generated an array of programs that utilize restorative ideas and practices in a wide variety of ways, such as court diversion, deeply spiritual circle work, and national and international truth and reconciliation projects. Some of these programs are designed to address incidences of harm that fall within large systems (family group conferencing, victim offender dialogue, circles, COSA, etc.) or in schools where they are often focused on addressing incidences of harm in an effort to change the over reliance on suspensions and expulsions as a way to modify student behaviors. There are other experiments in restorative justice that move this work into community settings, with a focus on healing and the creation of more empathic relationships. As the authors know from experience, there is often a gap between values and the reality of day to day practice. This Little Book strives to find ways to shrink that gap and to bring our practice and the structures and methods that employ them into closer alignment with restorative values. Simply put, this book asks, how can we better align restorative theory and practice in our work? In order to have truly restorative programs (programs that strive for consistency between their stated values and their real-life practices) the authors offer some ways to integrate restorative practices and values into the strategies used to design, implement, and assess them. They propose the use of another transformative practice, Participatory Action Research (PAR), as a powerful ally in the work of developing restorative practices and the programs that hold them.

A fully revised & updated handbook for teachers and administrators on creating just and equitable learning environments for students; building and maintaining healthy relationships; healing harm and transforming conflict. Much more than a response to harm, restorative justice nurtures relational, interconnected school cultures. The wisdom embedded within its principles and practices is being welcomed at a time when exclusionary discipline and zero tolerance policies are recognized as perpetuating student apathy, disproportionality, and the school-to-prison pipeline. Relying on the wisdom of early proponents of restorative justice, the daily experiences of educators, and the authors’ extensive experience as classroom teachers and researchers, this Little Book guides the growth of restorative justice in education (RJE) into the future. Incorporating activities, stories, and examples throughout the book, three major interconnected and equally important aspects of restorative justice in education are explained and applied: creating just and equitable learning environments; building and maintaining healthy relationships; healing harm and transforming conflict. Chapters include: The Way We Do Things A Brief History of Restorative Justice in Education Beliefs and Values in Restorative Justice in Education Creating just and Equitable Learning Environments Nurturing Healthy relationships Repairing Harm and Transforming Conflict A Tale of Two Schools: Thoughts and Sustainability The Little Book of Restorative Justice in Education is a reference that practitioners can turn to repeatedly for clarity and consistency as they implement restorative justice in educational settings.