A Missing Piece: Embedding Restorative Justice and Relational Pedagogy into the Teacher Education Classroom

Part I: Introduction Part II: Foundations of Restorative Community Justice 1. What and Why Now: Understanding Restorative Justice 2. Satisfaction Guaranteed? The Meaning of Satisfaction in Restorative Justice 3. Responsibility and Restorative Justice Part III: The Context of Restorative Community Justice: Stakeholder and Organizational Roles 4. Restorative Justice for Crime Victims: The Promise, The Challenge 5. Restorative Justice and the Offender: The Challenge of Reintegration 6. Community Justice: Transforming Communities Through Restorative Justice? 7. Infancy, Adolescence, and Restorative Justice: Strategies for Promoting Organizational Reform Part IV: The Content: Practice and Intervention in Restorative Community Justice 8. Restorative Conferencing 9. Community Reparative Boards in Vermont 10. Guiding Principles for Designing Peacemaking Circles Part V: Critical Perspectives on the Restorative Community Justice Ideal 11. Restorative Justice, Indigenous Justice, and Human Rights 12. Positive Youth Development, Restorative Justice, and the Crisis of Abandoned Youth 13. Restorative Justice, Social Justice, and the Empowerment of Marginalized Populations Part VI: The Future of Restorative Community Justice 14. Dangers and Opportunities of Restorative Community Justice: A Response to Critics 15. Exploring and Shaping the Future

This paper presents comparative research which examines issues in teaching Indigenous primary school students in Australia and the USA. It portrays the dilemmas for teachers and students when the curriculum is dominated by a monocultural, Eurocentric ethos. It then describes schools that have moved towards an alternative curriculum. In discussing postcolonial challenges for teacher educators and education policy makers arising out of these issues, the paper continues the debate about postcolonial approaches to cross-cultural and anti-racist education for Indigenous children in their community contexts. It argues that elements for significant educational change exist in both countries, and discusses how these changes need to be expanded and systematised to achieve a culturally powerful curriculum in Indigenous schools.

In this manuscript, we foreground the concept of critical affective theory drawing on scholarship from within and outside of literacy education and highlight testimony and critical witness as an example of affective practice to foster students’ literacy experiences. Situated within a study of a writing methods course in an elementary teacher education program, we explore testimony and critical witness for its potential as a critical-affective practice that may support relational and justice aims within teacher education courses and school-partnerships. Drawing on video, interviews, and writing artifacts, we focus on two child/adult pairs to illustrate how affective practices were embedded in the literacy routines of work with children and how the critical-affective framework, as well as particular pedagogies and structures of the course, seemed to support teacher candidates to attune to particular moments with children in impactful ways. We also show how children responded to the intentional use of critical-affective pedagogies designed to center adult educators’ vulnerability as invitation for children to serve as witnesses and, in the cases we discuss, how the novice teachers’ modeling of risky and vulnerable writing functioned as an important invitation for students to do the same. We found that both the teacher and students contextualize their work as steeped in the affective and highlight the value of their relationship and the practice of collective risk-taking as central to their learning together. We conclude with hopes for the field’s continued inquiries into the multiple ways we might envision the important intangibles of critical-affective literacies as tangible pedagogies in K-12 and teacher education classrooms.

Because of the changing nature of race the role of antiracist teaching is a forever-evolving process. Acknowledging that the majority of the U.S. teaching force, from K-12 to teacher education in institutions of higher education, are white middle-class females, it becomes imperative to unveil pedagogical applications of critical whiteness studies. Unwillingness to do so maintains the recycled nature of the hegemonic whiteness that dominates the field of education. This reflective paper examines the implemented pedagogies of a teacher education diversity course which begin to break down the whiteness ideology embedded in teacher candidates (i.e., pre-service teachers). Although the course’s application of critical whiteness studies was in no way complete, it framed a pedagogical strategy for self-interrogation of whiteness, one that can be implemented in other teacher education courses across the nation. Adding to the existing field of research, this paper provides concrete teaching strategies about how to employ critical whiteness studies in teacher education, and examines the implications of such pedagogies in relation to the roles of racial justice and antiracist teaching. By including feedback from teacher candidates themselves, this paper demonstrates how effective the pedagogies were in preparing a majority of white female teacher candidates for urban teaching.

This paper troubles the im/possibilities of exploring difference through queer popular culture within the teacher education classroom. This article locates such pedagogical practice as existing in opposition to dominant neoliberal discourses around the marketization of higher education as well as queerness in mainstream popular culture, and the expectation of students that all education coursework should be ‘relevant’ to mainstream marketplace classrooms. In response to previous research and our own empirical evidence that highlights the ways in which students’ (and teacher education courses’) conception of ‘relevance’ is not critically theorized in either pedagogical or curricular ways, this paper problematizes such notions of ‘relevance’ within a changing ecology of teacher education classrooms. Here we argue that the hopes for challenging normativity within teacher education spaces can be at odds with the possibilities that popular culture devices offer, as they are inevitably shaped, informed and foreclosed by governmental policy and social expectations. Such neoliberal influences do not necessarily align well with the high hopes held by critical educators for the use of popular culture as a tool for challenging notions of ‘difference’ within the teacher education classroom.

Both restorative and transitional justice have increasingly been applied in transitional settings to overcome the insufficient role that criminal trials have played. Using restorative justice was supposedly incorporated into the International Criminal Court (ICC) processes to overcome the so-called justice versus peace dilemma, that is, the choice between punishment or contributing to peacebuilding and preventing their reoccurrence. However, this so-called absorption has been based on a mistaken appreciation of restorative justice. It has been reduced to a mere alternative to retributive justice and overlaps with the broader concept of transitional justice. It has, therefore, failed to reap restorative justice’s true potential. This article, using theoretical and empirical methodologies, argues for the reconceptualization of international criminal justice within the ICC’s framework to effectively integrate retributive and restorative proceedings and punishments. It contends that changes to ICC practice are needed concerning victim participation, reparations and guarantees of non-repetition. It maintains that the ICC should cooperate more with local justice and transitional justice processes to positively enhance the role of the Court and for victims to attain more truth and foster reconciliation. In that way, the ICC could be more effective in dealing with atrocious human rights violations, ensuring justice delivery, while promoting enduring peace and fostering reconciliation.

The problem addressed in this study was to understand how preservice teachers documented and communicated learning via working eportfolios to demonstrate reflective practice in a teacher education class. The purpose of the study was to use mixed methods to understand how preservice teachers document and communicate their learning in working eportfolios and for reflective practice, to understand if the use of visual imagery supports them in demonstrating their competency in a teacher education course. Because education now occurs in a technology-rich learning environment, visual imagery can chronicle learning and teaching experiences. This descriptive study was conducted in a teacher education classroom at a large state university in the southeast. The study focused on individual teachers who completed electronic portfolios as part of their clinical research, showing how they have used and implemented visual imagery and visual tools for assessment in their eportfolios. This study looked at preservice teachers' perceptions of using visual imagery in teaching and learning. Specifically, the questions asked were: 1) What are the most important attitudes and perceptions of preservice teachers that influence their use of visual imagery in eportfolios for reflective practice? 2) What are the differences in teachers' attitudes and perceptions towards use of visual imagery in eportfolios for reflective practice? 3) How do preservice teachers use visual imagery to structure eportfolios and illustrate evidence of reflective teaching and learning practice within their teacher preparation program? 4) How do preservice teachers describe how visual imagery supports or constrains reflective practice? 5) What are the preservice teachers' attitudes and perceptions of the technology challenges of using visual images in their electronic portfolios to support reflective practice? This study also addressed new teacher evaluation and professional growth implementation scheduled to launch in Georgia during the school year 2014-2015 (Georgia Department of Education, 2012). In the 21st century, many teacher education faculties will become reliant upon eportfolios for evaluations. The current study aligns with the newly adopted effectiveness system for teacher evaluation and professional growth, a part of the (2012) Race to the Top Initiative (RT3), in Georgia, and includes the Teacher Keys Effectiveness System (TKES). This three-phase study employs mixed methodology including survey questionnaires, post-survey interviews and document analyses of eportfolio artifacts; data sources include electronic portfolio documents. Descriptive statistics, including frequencies, means, and standard deviations were used in the survey analysis. Open coding methods were employed for the interview analysis. Rich visual descriptions and examples are included of the preservice teachers' eportfolios that support evidence of visual representation. These outcomes identified the most important influences and differences using visual imagery and visual tools perceived by the preservice teachers. Factors relating to challenges and how visual imagery and visual tools supports and constrains reflective practice are also identified. These outcomes indicated that visual imagery and visual tools can be used in the classroom to increase and support student engagement and communication during the learning and teaching process. The perceived influences regarding influence of visual image use include discussions of 21st century tools used as part of reflection in eportfolios. Findings may support 21st Century Teacher Education programs that use or anticipate using electronic portfolios for reflective practice. (Keywords: E-portfolios, visual thinking, visual learning, 21st Century Literacy, emerging media, teacher education).

The aim of this study is to determine the competencies and technological roles of teachers who are able to employ technology in education and keep themselves up-to-date with the requirements of the era of information and communication technology. Moreover, it aims to identify the presented image of the teacher and his/her roles as reflected by the teacher education programs courses (namely, Child Education and Classroom Teacher Education Programs) from the viewpoints of faculty members; as well as to determine the image of the teacher and his/her roles from the viewpoint of students enrolled in the Child Education and Classroom Teacher Education Programs. Additionally, the study aims to explore and identify the perceptions of students majoring in Classroom Teacher Education and Child Education and their future roles as teachers. The researcher based her work on theoretical papers, published research, and different literature in a collection of relevant data to extract facts and conclusions, as well as following the descriptive analytical method which relies on the quantities method to determine the roles of teacher preparation programs to grade students enrolled in Classroom Teacher and Child Education programs through a questionnaire which included (78) items. In order to determine the roles of the teacher through the student's views, the researcher employed another questionnaire consisting of (63) items. The same approach was also used in determining the students' perceptions of their future roles as teachers through a third questionnaire that consisted of (42) items. The scales have been applied to all students enrolled in Classroom Teacher and Child Education programs at Petra Private University. The study concluded that most of undergraduate courses for Classroom Teacher and Child Education programs have failed to reflect the competencies of the teachers and technological competencies of the preparation and design of teaching from the perspective of teachers. The study also showed that students have a blurry image of their future roles as teachers, and the roles of guidance and counseling and skills related to ethical and professional technology employing the most mysterious of these roles.

This mixed methods study examined non-Indigenous teacher candidates’ disposition towards a mandatory Aboriginal Education course in teacher education from teacher candidates’ and course instructors’ perspectives. Results from a pre- and post Likert Scale survey of two sections of an Aboriginal Education course at a small Canadian University indicated that teacher candidates felt more knowledgeable by the end of the course, and maintained a fairly strong interest in, and positive attitude towards, the course. Results from course instructors provided additional and, at times, contradictory information, describing the course as limited and, at best, an introduction to the issues and perspectives within Indigenous education. The results suggest the need for mandatory Indigenous Education courses and for faculties of education and school boards to provide further learning opportunities with Indigenous education content and resources.

This paper argues that university human rights centers should actively introduce and apply 'restorative justice' to handle human rights-related issues. Unlike other institutions, universities encompass diverse members and significant social responsibilities. In cases of human rights violations, focusing solely on retributive justice processes is inadequate. Therefore, university human rights centers should adopt restorative justice principles. The paper explores the implementation of restorative justice in addressing school violence and examines its potential application in university human rights contexts through literature review. Furthermore, it identifies the necessary enhancements for university human rights centers to effectively adopt restorative justice. This includes national-level training for human rights experts within these centers and increased involvement of higher-ranking organizations to facilitate networking among university human rights centers. Additionally, promoting human rights education within universities is crucial for the advancement of this approach.

* Graham Crookes and Al Lehner's reflective and insightful account of their application of a critical pedagogical orientation to an actual teacher education classroom (Vol. 32, No. 2, Summer 1998) is indeed promising. Fostering the development of a critical pedagogy in future teachers is an inspiring and thought-provoking challenge, but it is perhaps also misleading because of the lack of guidance on practical issues associated with critical pedagogy. Current work on alternative pedagogies addresses such topics as social identity and voice (Peirce, 1995), power (Auerbach, 1993; Pennycook, 1989), the morality of teaching (Jackson, Boostrom, & Hansen, 1993; Johnston, Juhsz, Marken, & Ruiz, 1998), (participatory) action research (Auerbach, 1994; Crookes, 1993, 1998), and the development of a critical pedagogical approach to research and teaching (see Crawford, 1978; Crawford-Lange, 1981; Pennycook, 1994). Because of the emphasis on these areas and related issues, teachers, most often in vain, search the literature for discussions of concrete pedagogical implications. Crookes and Lehner's candid and timely recognition that there are accounts of the processes involved in implementing [critical pedagogy] in a S/FL [second or foreign language] teacher education context (p. 319) is well taken. Their reflective and detailed report of experiences in a teacher education classroom contributes to the collective knowledge. However, just as in the teacher education context, there are few actual accounts of the implementation of a critical pedagogical orientation within the S/FL classroom. Despite the proliferation of discussion regarding critical pedagogy and S/FL classrooms, few authors have suggested what it might look like fleshed out in an actual classroom. Several authors have attempted to develop processes and principles that represent broad characterizations of the use of critical pedagogy (see Crawford-Lange, 1981). Unfortunately, few reports discuss the application of these principles to language teaching at the introductory level. Students in perhaps their most impressionable, initial state are socialized into the role of language learners through their early

Restorative justice (RJ) emphasizes repairing harm through cooperative processes, rather than top-down, punitive responses. Initially used within the justice system to reduce incarceration, RJ gained momentum in public schools as evidence mounted of racially disproportionate school discipline, and in 2016, was incorporated in the California State Teachers Performance Expectations (TPEs). Despite its growth, many teachers, administrators, and teacher educators have had little exposure to RJ. In this article, we review the history of RJ and articulate its transition into education, examine its institutionalization within California TPEs, and expose contradictions that emerge from a de-contextualized approach. Next, we share findings from qualitative questionnaires to expose how these contradictions are mirrored in teacher candidates’ understanding of restorative justice, revealing the need for historical framing and training resources as RJ is built into teacher education.

Corporate Criminal Responsibility for Human Rights Violations: Jurisdiction and Reparations

A Study on the Curriculum of Pre-service Teacher Education——from the View of Teachers’ Professional Development

Various violations on human right happening in Indonesia today have never been completely solved. Victims of human right violations (direct or indirect victims) find it difficult to access justice through the existing criminal law today. Difficulties in proving the violations committed by the actors make it harder for the justice to be in the victim’s side. For any reasons, the violations of human rights should be brought into the court. It is surely not easy to do so as the retributive justice applied so far has not been able to solve the existing problems and to give fairness to the victims. Restorative justice is therefore considered as a potential way out for a justice to take place for the crime actors, victims and society in general. In various types of criminal actions such as domestic violence, law –violatingchildren and traffic crime, the restorative justice has been successfully applied and it is now under evaluation in human right related cases. This is done in order to find out the effectiveness of this restorative justice in solving those cases. This writing aims to find out opportunities for the restorative justice implementation in solving human right violations in Indonesia. Keywords: Human Right violation victims, restorative justice, rehabilitation.