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.
About the Author
Maisha T. Winn is the Chancellor’s Leadership Professor in the School of Education at the University of California, Davis, and codirector of the Transformative Justice in Education Center.
Table of Contents
Series Foreword ix
Introduction Why We Need a Paradigm Shift in Schools Now 1
Chapter 1 Paradigm Shifting on Both Sides: The Art and Science of Making Things Right 15
Chapter 2 History, Race, Justice, and Language: Four Pedagogical Stances to Practice Restorative Justice 29
Chapter 3 "We Live in a Nation of Freedom": Learning with Students 51
Chapter 4 "There Was No Justice": Pedagogical Portraits of Educators 83
Chapter 5 When Some of Us Are Brave: Tensions and Challenges 117
Chapter 6 "How Do We Teach So That People Stop Killing?" The Case for Transformative Justice Teacher Education 143
About the author 185