Geske explains restorative justice

In this UTube video clip former Wisconsin Supreme Court justice give a brief overview about the philosophy of restorative justice. She is currently leading Marquette University's Law School Restorative Justice program.

Experts on Topic: Janine Geske, Marquette University

New journal article with Maori colleagues

My latest publication
INDIGENOUS CONTEXTS FOR RESPONDING TO CHALLENGING BEHAVIOUR: CONTRASTING WESTERN ACCOUNTABILITY WITH MAORI RESTORATION OF HARMONY
was written with two Maori colleagues from New Zealand - Mere Berryman and Sonja Macfarlane. This article was published in the International Journal of Restorative Justice and is available at www.crjcs.org under the Vol 5, No 1 link (right hand side of web site).

When I went to New Zealand in 2004 one of the things I hoped to learn is what Maori traditional thinking could tell us to help our practices. I found it took five years to develop the relationships with Maori and an understanding of their rich culture so that I could engage in the conversation that led to this article.

I believe you will find this article most interesting, particularly for those who ask - What are we restoring? Maori tell us that at the core of what restorative justice is about is relationships, and what we are restoring are those relationships.

Parade features restorative justice

The newspaper magazine Parade, which is inserted in Sunday newspapers throughout the United States, this week (October 25th) featured a story about restorative justice titled A New Kind of Restorative Justice. I was impressed to see the popular press recognizing the value of the alternative to the traditional response to wrongdoing.

The article highlighted the restorative justice program in Longmont, Colorado, and contained quotes from Dr Beverly Title, a friend and colleague whom I respect deeply. I believe Beverly's Teaching Peace program is an example of best practice in the field of restorative justice.

Also quoted in the article is Professor Larry Sherman, who along with Australian researcher Dr Helen Strang have provided those of us working in the field of restorative justice evidence that restorative justice does indeed work in their 2007 publication Restorative Justice: The Evidence. In the Parade article Dr Sherman is quoted as saying that every dollar spent on restorative justice programs saves about $8 that would be spent in our traditional legal system. So why do policymakers, particularly in these lean times, ignore this wonderful opportunity? Dr Sherman believes it is simply a matter that these policymakers do not believe restorative justice is tough enough.

Access to publication

Some followers of this blog have asked about how to get a copy of this publication:

Creating Schools of Peace and Nonviolence in a Time of War and Violence
Tom Cavanagh
Online Publication Date: 01 January 2009

To cite this Article: Cavanagh, T. (2009).Creating Schools of Peace and Nonviolence in a Time of War and Violence. Journal of School Violence (8)1, 64 — 80.

To link to this Article: DOI: 10.1080/15388220802067912
URL: http://dx.doi.org/10.1080/15388220802067912

New book

Some of my colleagues from Colorado State University, where I did my doctoral studies, and the Peace Education special Interest Group (SIG) of the American Education Research Association (AERA) co-authored a book that was recently released. The title and the press release are below.

147 Tips For Teaching Peace and Reconciliation
by William M. Timpson, Edward J. Brantmeier, Nathalie Kees, Tom Cavanagh,
Claire McGlynn, and Elavie Ndura-Ouédraogo

Violence and prejudice are regrettably commonplace in the world around us. Our
responses to acts of violence are critical. They can help to either perpetuate the
chain reaction of reprisal or reverse it. As educators who wish to further peaceful
alternatives, we must reach out with compassion and respect for others. And we
must do so in real, practical ways.
William Timpson and his fellow contributors from around the world begin this new
book from Atwood Publishing with the concept that violence and division are not
inherent, but have forcibly occupied our history books and our everyday ways of
thinking, leaving us a one-sided story that threatens to repeat itself endlessly.
From this beginning, 147 Tips For Teaching Peace and Reconciliation asserts that
peace must be actively taught, and outlines effective and practical ways to do so.
Each of the authors draws from a deep well of personal experience advancing reconciliation
in divided societies. This enables them to balance academic theory with
real-world practice as they present a diverse array of tips — priceless for teaching
peace to your students, discovering peace in your personal life, and promoting peace
in your community.
TOPICS INCLUDE:

• Rethinking the War and Dominance Paradigms
• Challenging the Language of Conflict
• Building a Positive Climate of Trust

Peace and reconciliation have universal value. Teaching them, however, cannot be a
passive or a neutral activity. Whether you plan to integrate peace education into a
pre-existing class, teach a new class on peace, or bring peace and reconciliation to
your community, 147 Tips for Teaching Peace and Reconciliation will give you valuable
direction to help you accomplish your goals.
For futher information or to request a copy to review for publication, contact:
Linda Babler, Atwood Publishing, PO Box 3185, Madison, WI 53704; 888.242.7101;
lindab@atwoodpublishing.com.

Humility and conflict

For most of my life I have struggled with the meaning being humble. Then I learned that the opposite of humility is a sense of entitlement. That discovery clarified my understanding of humility.

Recently I learned from a colleague who works in the field of restorative justice that a source of conflict is a sense of entitlement. Upon hearing that, my mind clicked. Of course, when I have a sense of entitlement, the result often is conflict - conflict between my expectations and yours.

So the lesson for me is to work at taking a position of humility. As an American, who grew up as a privileged White male, this is a difficult position to take. However, the peace this stance creates within myself and with others is well worth the difficulty.

State of Restorative Practices in American Schools

I am grateful to two wonderful colleagues whom I have visited with recently for these understandings.

Currently restorative practices in schools are often marginalized to end-of-the-line interventions. Apparently schools are not willing to change the culture, the status quo. In that event, I believe we must focus on helping the students who are the focus of our interventions to find a place where they can learn in an atmosphere that values:

• Supporting these students to build and maintain peaceful and caring relationships and
• Helping these students to flourish.

I urge restorative practices practitioners to avoid placing or being an accomplice to placing these students back into an environment where they are doomed to fail.

My research reveals that American schools tend to view restorative practices as a response to wrongdoing and conflict, rather than a basis for transformation of the school culture. Schools are strongly resistant to change. They would rather make minor adjustments to the status quo and term it reform. The Culture of Care in Schools that I help schools engage in calls for profound change.