Three Ways Capoeira Upped My Organizing Game
from the blog article by Jeremy Lahoud:
Every organizer knows that awful moment, that slow stomach-churning realization that your campaign is about to hit a dead end.
I had that moment recently in the work I was doing with a coalition of local youth organizations fighting for Restorative Justice in public schools. Unlike harsh and ineffective “zero tolerance” policies, Restorative Justice programs create a way for those who have committed harm to dialogue with those who have been harmed, to understand what happened, agree on a remedy, and build relationships that reduce the possibility of future harm. Deep in our bones we wanted Restorative Justice and an end to the disciplinary policies that push out large numbers of African American, Latino, Southeast Asian, and Pacific Islander students every year.
A missing piece in the fight against bullying
from the article by Kevin Golembiewski on Bridge 50:
Although it has received significant media coverage over the past few years and nearly every state has passed anti-bullying legislation, bullying remains a pervasive problem in schools across the nation. Nearly one-third of U.S. students aged 12 to 18 are bullied each year, and stories of bullying victims committing suicide are becoming more and more common.
Childs Hill School in Cricklewood handed restorative justice award
from the by Anna Slater:
A school has won an award for the unique way it deals with conflicts between children.
Childs Hill, in Dersingham Road, Cricklewood, is one of the first organisations in the country to be handed the Restorative Justice Council’s restorative quality service mark.
Transforming campus culture to prevent rape: The possibility and promise of restorative justice as a response to campus sexual violence
From the article by Alletta Brenner on The Harvard Journal of Law & Gender Blog:
Though feminists have long argued that rape is linked to sex discrimination, legal responses to rape tend to ignore the ways that social and cultural norms contribute to sexual violence. One exception, however, exists in the context of federal anti-discrimination law under Title IX, which applies to colleges and universities that receive federal funds. Under the legal framework established by Title IX, rape constitutes a form of severe sexual harassment, to which educational institutions are legally obligated to respond.An institution’s failure to do so is considered evidence of sex discrimination and may subject it to both federal penalties and civil liability. Recently, this obligation was further strengthened by the passage of legislation that codifies particular aspects of what campus grievance processes for rape survivors must include and requires schools to take affirmative steps to transform campus culture to prevent rape.
Video: How parents can use restorative questions
This short video originally posted on the Restorative Works Learning Network includes parents and young people discussing the use of restorative practices in the school setting and how the restorative questions allow children to stop and think about their actions. The video also talks about how these use of these questions in the home can transform the response to conflicts and activities in the home in a way that deescalates and allows children and youth develop their own thought processes.
NIH to fund first randomized controlled trials for restorative practices in 16 Maine schools
from the article on Restorative Works:
RAND Corporation, in conjunction with the National Institutes of Health, is embarking on a randomized controlled study to measure the effectiveness of restorative practices in influencing school environments and decreasing problem behaviors.
Review: The little book of restorative justice for colleges and universities
from the review by Duane Rohrbacher:
The purpose of The Little Book of Restorative Justice for Colleges and Universities is not to determine how to fit restorative justice (‘RJ’) practices into student conduct programming. The purpose of this book is to expose the reader to RJ practices, the theory behind RJ, and to offer examples of how institutions with different student populations have successfully implemented RJ programming into their student conduct scheme. The author offers three different types of RJ models: conferencing, circles, and boards. These are all explained in detail in separate chapters. The audience for this book is clearly student conduct administrators. A student conduct administrator, who is interested in exploring RJ principles, though, would only find the first six chapters useful.
Sharp drop in suspensions as Boston schools try ‘restorative’ approach
from the article by Jack Encarnacao on BostonHerald.com:
State data show a staggering drop in drug- and violence-related suspensions in Boston schools since the district amended its discipline policies to allow “restorative justice” measures in lieu of suspensions, including written apologies, conferences between offenders and victims, and anger management courses.
Boston Public Schools reported suspending or expelling 743 students in 2010 for offenses ranging from sexual assaults to fights to drug and weapons possession, according to data provided to the Herald by the state education department. In one year, that number dropped more than 80 percent, to 137 in 2011, and then to 120 in 2012.
The data indicate Boston largely stopped suspending students for physical fights and attacks. In 2010, 129 students were suspended for fights. In 2012, zero were.
Restorative conference intervention to avoid school exclusion: Practice report
TS (year 11 traveller girl) was permanently excluded from a High School and at the governors meeting, other issues were raised that showed T’s action of assault on another pupil, whilst not condoned detailed some provocation to the incident. It also emerged in the meeting that T is from a traveller background and therefore statistically more likely to be permanently excluded. Due to these reasons the School Exclusion Team robustly challenged the decision and discussed with governors the possibility of looking at an alternative strategy to permanent exclusion.
A Philadelphia School's Big Bet on Nonviolence
from the article by Jeff Deeney in The Atlantic:
Last year when American Paradigm Schools took over Philadelphia's infamous, failing John Paul Jones Middle School, they did something a lot of people would find inconceivable. The school was known as "Jones Jail" for its reputation of violence and disorder, and because the building physically resembled a youth correctional facility. Situated in the Kensington section of the city, it drew students from the heart of a desperately poor hub of injection drug users and street level prostitution where gun violence rates are off the charts. But rather than beef up the already heavy security to ensure safety and restore order, American Paradigm stripped it away. During renovations, they removed the metal detectors and barred windows.
The police predicted chaos. But instead, new numbers seem to show that in a single year, the number of serious incidents fell by 90%.