Justice That Transforms

Challenges us to replace attitudes and institutions that promote and perpetuate social suffering with those that foster relationships

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.

A renowned judge wonders: What would criminal justice look like if we put respect at the center? The Black and Latina daughter of a working-class family, Victoria Pratt learned to treat everyone with dignity, no matter their background. When she became Newark Municipal Court’s chief judge, she knew well the inequities that poor, mentally ill, Black, and brown people faced in the criminal justice system. Pratt’s reforms transformed her courtroom into a place for problem-solving and a resource for healing. She assigned essays to defendants so that the court could understand their hardships and kept people out of jail through alternative sentencing and nonprofit partnerships. She became the judge of second chances, because she knew too few get a first one. With a foreword from Senator Cory Booker, The Power of Dignity shows how we can transform courtrooms, neighborhoods, and our nation to support the vulnerable and heal community rifts. That’s the power of dignity.

My good friend and scholar, Ron Dart, proposed that I pull together my Restorative Justice writings, to publish them on Amazon and Kindle, at least. Since I had done a few publications that way (only one written by me, though I had written Forewords each time), I acted on the idea. This is Volume Three of a multivolume set.Throughout most of the nineties I worked in the Restorative Justice field for Mennonite Central Committee Canada, that granted me a high perch from which to observe the increasing North American and worldwide awareness of this emerging phenomenon. That decade was a kind of spreading-wings time of creating awareness, honing theory, delivering practice, and producing research. Criminal justice jurisdictions began encountering Restorative Justice in North America and worldwide. Many publications started emerging alongside beginnings of evidence-based research on impacts of this often-claimed "paradigm shift" in dealing with perpetrators and people who were offended against. Whole conferences and umbrella organizations were organized and formed to promote Restorative Justice and share expertise, the term "best practices" often employed. Programs in many parts of the world began cross-pollinating as attempts at supplying precise definition and standards of practice proliferated. Institutions of higher learning commenced teaching it; governments started embracing and funding it; and critics, in particular from the "victim" community, were analysing and at times condemning it as pro-offender and naïve. Some even accused it of being nothing more than "compulsory compassion" foisted on "victims" that left them further wounded; "justice" even perhaps more denied while perpetrators were all but "let off the hook." Its sheer mushrooming across the planet within mere decades precluded "controls" that might have headed off some of the at times legitimate attacks. But crime victim communities ("victim" a term that rightly should be for the most part displaced in favour of "those whom crime impacts" or the like) embraced Restorative Justice as well. There will be at least a fourth and fifth volume of collected writings. Then I will publish a series of monographs on Peace/Peacemaking, tentatively titled: "Justice That Yields Peace." Why publish now? Because I can might be as good an answer! Because as well they may be of historical interest. And because they give opportunity to put "out there" the continued joy and prospect of peacemaking work.

Shows how the engineering curriculum can be a site for rendering social justice visible in engineering, for exploring complex socio-technical interplays inherent in engineering practice, and for enhancing teaching and learning Using social justice as a catalyst for curricular transformation, Engineering Justice presents an examination of how politics, culture, and other social issues are inherent in the practice of engineering. It aims to align engineering curricula with socially just outcomes, increase enrollment among underrepresented groups, and lessen lingering gender, class, and ethnicity gaps by showing how the power of engineering knowledge can be explicitly harnessed to serve the underserved and address social inequalities. This book is meant to transform the way educators think about engineering curricula through creating or transforming existing courses to attract, retain, and motivate engineering students to become professionals who enact engineering for social justice. Engineering Justice offers thought-provoking chapters on: why social justice is inherent yet often invisible in engineering education and practice; engineering design for social justice; social justice in the engineering sciences; social justice in humanities and social science courses for engineers; and transforming engineering education and practice. In addition, this book: Provides a transformative framework for engineering educators in service learning, professional communication, humanitarian engineering, community service, social entrepreneurship, and social responsibility Includes strategies that engineers on the job can use to advocate for social justice issues and explain their importance to employers, clients, and supervisors Discusses diversity in engineering educational contexts and how it affects the way students learn and develop Engineering Justice is an important book for today’s professors, administrators, and curriculum specialists who seek to produce the best engineers of today and tomorrow.

Over the past forty years, the criminal justice system in the United States has engaged in a very expensive policy failure, attempting to punish its way to public safety, with dismal results. So-called "tough on crime" policies have not only failed to effectively reduce crime, recidivism, and victimization but also created an incredibly inefficient system that routinely fails the public, taxpayers, crime victims, criminal offenders, their families, and their communities. Strategies that focus on behavior change are much more productive and cost effective for reducing crime than punishment, and in this book, William R. Kelly discusses the policy, process, and funding innovations and priorities that the United States needs to effectively reduce crime, recidivism, victimization, and cost. He recommends proactive, evidence-based interventions to address criminogenic behavior; collaborative decision making from a variety of professions and disciplines; and a focus on innovative alternatives to incarceration, such as problem-solving courts and probation. Students, professionals, and policy makers alike will find in this comprehensive text a bracing discussion of how our criminal justice system became broken and the best strategies by which to fix it.

What is a just response to persons seeking to desist from criminal behavior? In America, over the last several decades mass incarceration has emerged as the prevailing policy response to crime and reoffending. The majority of those who are imprisoned will be released, and those that are released tend to return to communities challenged by high rates of violence, crime, unemployment, and poverty. In these conditions, without some type of intervention, persons with criminal histories are likely to reoffend. April Bernard, through compelling interviews and field research with formerly gang affiliated women, illuminates how through community support and their active engagement in peacemaking work in distressed neighborhoods throughout Chicago they were able to desist from crime, rebuild their lives, and become meaningful contributors to their communities. This book explores the role of community in facilitating the commitment to desist from crime, by offering critical support and opportunities for stewardship. Bernard provides a timely analysis of the transformative potential of a new perspective on criminal justice which incorporates stewardship and community engagement as a fundamental principal in the response to persons seeking to desist from criminal behavior, particularly women. The book combines moving personal narratives with concrete practical evidence to call for an alternative to ideology that supports the existing punitive policies and practices of the criminal justice system and the corresponding lack of interventions and opportunities for persons seeking to desist from crime. This deeply informed, and perceptive analysis concludes with suggestions for alternatives that fit within a transformative justice paradigm.

Builds on micro-level critiques of transitional justice to debate a more comprehensive alternative at the level of theory and practice.