Teaching Restorative Practices through Games: An Experiential Restorative Pedagogy
The International Journal of Restorative Justice (accepted for publication)
This article argues for the use of games as an effective and dynamic way to teach restorative practices. Grounded in an understanding of restorative pedagogy, a paradigm of teaching in alignment with restorative values and principles, as well as experiential learning strategies, this article introduces games as a way for students to experience and more deeply understand restorative practices while building relationships and skills. Personal accounts from the authors about the impact of using games to teach restorative practices in their own communities are also included.
Conflict Resolution Quarterly 2018.
This article charts Victoria University of Wellington’s progress in implementing restorative practices, including restorative justice as a response to conflicts and rule violations, and proactive measures, including circles as a way to build a positive culture rooted in restorative principles. Survey results indicate positive outcomes including better communication, increased accountability, and a greater emphasis on relationships. Areas for further growth are also identified, including the need for a wider spread understanding of restorative approaches among staff, faculty, and students, the importance of full‐university implementation, and the need for learners to experience a restorative process to understand the impact.
Journal of the Australian and New Zealand Student Services Association Vol. 49 Issue 2. 2017.
Abstract: This paper examines the progress of Victoria University of Wellington towards becoming a Restorative University. Both reactive measures, including restorative justice as a response to conflicts and rule violations, and proactive measures, including the circle process as a way to build a positive culture rooted in restorative principles, are discussed. The article suggests that Victoria University has developed a framework for building a restorative community that can be adopted in other universities.
Understanding Transformational Space: An Analysis of Restorative Justice Conferences through Religious Studies Theoretical Lenses
Restorative Justice: An International Journal Vol. 4 Issue 2. 2016.
Abstract: Implemented after a crime occurs, restorative justice conferences create a transformational space where victim and offender can move from feelings of enmity towards reconciliation and healing, and where the community can be repaired. This paper is an analysis of restorative justice conferences through the theoretical lenses of religious studies, in an endeavour to better understand the transformational space created by these conferences. Mircea Eliade’s comparative approach allows for a comparison between the transformative space of restorative justice conferences and processes and structures yielding similar space. An analysis through Victor Turner’s theoretical lens reveals the way in which restorative justice conferences closely resemble religious ritual through the presence of liminality and communitas. The utilisation of the Emile Durkheim functionalist lens allows for the functional similarities of restorative justice conferences to religious ritual to be highlighted.
The Australasia Student Residence Management Journal Vol. 12 No. 1. 2017.