As part of the spectrum of alternative dispute resolution (ADR) practices, restorative justice practices (RJP) include decision-making processes that collaboratively involve victims, support persons, and other impacted parties, as well as offenders, who are charged with acknowledging responsibility for committing harm, repairing harm caused within the community, and rebuilding trust by forming positive social connections and relationships.
While restorative practices have been implemented in American communities over the past several decades, RJP has only emerged as a practice and theoretical framework within college and university settings in the last 20 years. RJP has applications to teaching and learning, functioning as a transformational and critical pedagogy. Educators who adopt this style of reflective pedagogy guide students through theory and practice in ways that invite a co-creation of knowledge. This keynote will explore the pedagogical and faculty-led implications for RJP in higher education.
