Origins and Principles of Restorative Justice

Course Overview

The course will take place over seven modules. In modules one and two we will be introduced to the theory and philosophy of restorative justice. You will be asked to identify connections between RJ and your personal values and ultimately define restorative justice in your own words. In modules three and four students will explore two core principles of restorative justice: active accountability and the centering of harm. You will contrast how they are exercised in the restorative approach compared to other standard forms of justice. In module five we will learn about how the origins of RJ have been utilized to address our modern challenges. This is where the rubber meets the road and we grapple with the challenges and opportunities of putting theory into practice. Finally, in module six and seven we will survey some of the current critical perspectives and issues around restorative justice culminating in a final paper and three minute thesis.

Students are invited to bring their interests and expertise to every aspect of the course. Restorative justice is an old philosophy, however, its modern approach and implications are still being explored and benefit from diverse perspectives. A sense of curiosity and healthy critique is welcomed if not expected.

Statement on Positionality and Anti-Racism

This course examines the issues of racism and mass incarceration while describing how RJ addresses these issues. We will have weekly readings from Black, Indigenous, and People of Color. There are links to videos, podcasts, and materials that feature diverse voices. This academic environment is a shared learning space, and in this course, I welcome feedback that will help me as an instructor and a human being and improve the course.

A Word on Self-Care and Triggers

RJ is all about harm, so this course will present stories of trauma and how people use RJ to heal from it. Stories of serious harm, including murder, sexual assault, and human rights violations, whether through racism or genocide, will be shared. They will be presented in written, audio, and visual media and can be difficult to experience. These stories may bring up strong feelings within you, and I encourage you to anticipate known triggers and engage in self-care. For example, take breaks, meditate, connect with your support system, and reach out to me as needed. If there is material I have "required" but is particularly difficult for you, please prioritize your own well-being.

Land Acknowledgement

What is a Land Acknowledgement?

A Land Acknowledgement is a formal statement that recognizes and respects Indigenous Peoples as traditional stewards of this land and the enduring relationship between Indigenous Peoples and their traditional territories.

Why do we recognize the land?

To recognize the land is an expression of gratitude and appreciation to those whose territory you reside on and a way of honoring the Indigenous people who have been living and working on the land from time immemorial. It is important to understand the long-standing history that has brought you to reside on the land and to seek to understand your place within that history. Land acknowledgments do not exist in a past tense or historical context: colonialism is a current ongoing process, and we need to build the mindfulness of our present participation. It is also worth noting that acknowledging the land is Indigenous protocol.

In Marlton, New Jersey, I reside on the traditional and ancestral territory of the Lenape People and pay respect to the Indigenous people throughout the Lenape diaspora – past, present, and future – and honor those that have been historically and systemically disenfranchised. Additionally, I acknowledge the roots and history of Indigenous caretakers of this land who pioneered RJ work.

In our virtual community, we occupy various lands. If you do not know the territory and indigenous people of the land you reside on, then I encourage you to research and learn about the land's original inhabitants. You can start at the Californian Native Land website.

Course Objectives

Upon successful completion of this course, you will be able to:

1. Critically examine the way we as a society and individuals respond to crime and wrongdoing.
2. Define restorative justice for yourself and others.
3. Explore alternative ways of looking at and responding to crime and wrongdoing from the restorative justice perspective.
4. Critically assess the strengths and shortcomings of restorative justice theory and practice.
5. Explain several different restorative practices and how they typically interact with state systems.
6. Facilitate a learning experience for peers in an area of interest in the restorative justice field.
7. Analyze the foundational theory of restorative justice to issues in contrast with the current criminal justice system.
8. Recognize the significance of traditional indigenous practices within the current context of the restorative justice movement.  
9. Identify challenges and apply solutions to current, complex issues within modern society using restorative justice practices.

Instruction and Evaluation Activities

A variety of learning activities are designed to support the course objectives, facilitate different learning styles, and build a community of learners. Learning activities for each module include the following: 

Methods of Instruction | Readings and Multimedia

This course will use various instructional materials, including journal articles, reports, website content, and videos on various topics.

Methods of Evaluation | Writing Assignments, Projects, and Assessments

• Short Essay Assignments: In Modules 1-6 students will complete short papers (3-4 pages) using APA formatting. The instructions are located in each assignment. Writing may be in first-person or third and some prompts will create an opportunity to combine both a reflective tone and scholarly voice.
• Final Paper: To synthesize course content and develop expertise in an area of restorative justice of interest to you. Write a 1500-2000 word research paper on the restorative justice topic of your choice. It should primarily cite course readings and assigned material. Ideas that students have had in the past have included case studies, program reviews, policy analysis, review of Indigenous practices, and proposals for new programs.
• Three Minute Thesis Purpose: Based on the course materials, record a 3-minute video presentation that provides an overview of restorative justice. The video must include its definition, convey an understanding of its origins, share key principles that contrast RJ to western paradigms of justice, and an example (program model or case study). The goal is to not only demonstrate your understanding, but to be able to confidently present it professionally. There are many options for video recording to create your presentation.

Student Expectations

Research has shown that online students are self-starters and highly motivated. The fact that you sought out this learning experience and are enrolled in an online class affirms the research. You may have taken an online class prior to this, or this may be your first experience with online education. Taking some time to plan for your course of study can yield benefits and help ensure success.

You are expected to log on to the course multiple days each week, and to spend anywhere from 15-20 hours on each module reviewing assigned material, studying and considering that material on your own, and completing assignments presented in each module. You are expected to post all assignments by the stated deadlines, and to exhibit significant effort in all work. 

Faculty Expectations

I will be online and available to answer emails and other asynchronous inquiries at least five days each week and will endeavor to answer questions as quickly as possible.

Academic Honesty

The Vermont Law and Graduate School Honor Code and the Code of Ethics applies to all activities, assignment submissions, and conduct in this course. You are required to be familiar with the Honor Code. Student conduct in this course may not violate the Prohibited Conduct classes of violations recognized in the Honor Code (located in the Student Handbook).  

Plagiarism is a class one violation of Vermont Law and Graduate School's Honor Code. The school uses various software programs to detect plagiarism in all of its forms. Any suspected cases of plagiarism will be reported to the Vice Dean for Students. 

Netiquette

All communications in this course (email, discussion boards, and assignments) should use good netiquette. For an overview and explanation of this, visit the Netiquette Home Page and follow the Core Rules of Netiquette. 

Accessibility

We encourage students with disabilities, visible or hidden, to seek appropriate accommodations. Discussions regarding accommodations are confidential. The VLGS student handbook authorizes me to make some accommodations, but others may require an additional request. Please visit the accommodations page within the Academic Success Program to seek more information and contact the Vice Dean for Students. Accommodation resources are not retroactive, so please inform us as early as possible if you need accommodations. We will provide reasonable access in line with the Disability Policy. 

Title IX

Vermont Law and Graduate School (VLGS) is committed to fostering a safe, productive learning environment. Title IX and VLGS policy prohibit discrimination based on sex. Sexual misconduct – including harassment, domestic and dating violence, sexual assault, and stalking – is also prohibited at VLGS.

VLGS encourages anyone experiencing sexual misconduct to talk to someone about what happened, so they can get the support they need, and VLGS can respond appropriately.

If a student wishes to speak confidentially about an incident of sexual misconduct, wants more information about filing a report, or has questions about school policies and procedures, please contact VLGS’s Title IX Coordinator. 

VLGS is legally obligated to investigate reports of sexual misconduct. Therefore, VLGS cannot guarantee the confidentiality of a report, but VLGS will consider a request for confidentiality and respect it to the extent possible.

Professors are also required to report incidents of sexual misconduct and thus cannot guarantee confidentiality. This policy includes any mention of sexual misconduct that a student might make in their written work. A professor must provide VLGS’s Title IX coordinator with relevant details, such as the names of those involved in the incident.

Other Policies

All student handbook policies and procedures apply to this course. For more information about student academic and institutional policies, read the Student Handbook.