Chapter 1: Introduction
1. David Dyck, “Reaching Toward a Structurally Responsive Training and Practice of Restorative Justice,” in Handbook of Restorative Justice, ed. Dennis Sullivan and Larry Tifft (New York: Routledge, 2008), 527.
2. Fania Davis, The Little Book of Race and Restorative Justice: Black Lives, Healing, and US Social Transformation (New York: Good Books, 2019), 35.
3. Davis, The Little Book of Race and Restorative Justice, 44.
4. Ibid., 44–45.
Chapter 2: Restorative Pedagogy
1. Parts of Chapters Two, Three, and Four were previously published in Lindsey Pointer and Kathleen McGoey, “Teaching Restorative Practices through Games: An Experiential and Relational Restorative Pedagogy,” The International Journal of Restorative Justice 2, no. 1 (2019).
2. John Luckner and Reldan Nadler, Processing the Experience: Strategies to Enhance and Generalize Learning (Dubuque, Iowa: Kendall/Hunt Publishing Company, 1992), 12.
3. Paulo Freire, Pedagogy of the Oppressed (New York: Continuum, 1970/1993), 53.
4. Belinda Hopkins, “Restorative Justice as Social Justice,” Nottingham Law Journal 21 (2012): 125.
5. Howard Zehr, The Little Book of Restorative Justice, Revised and Updated (New York: Good Books, 2015), 48. Gerry Johnstone and Daniel Van Ness, “The Meaning of Restorative Justice,” in Handbook of Restorative Justice, ed. Gerry Johnstone and Daniel Van Ness (Portland, Oregon: Willan Publishing, 2007), 17. Kristina Llewellyn and Jennifer Llewellyn, “A Restorative Approach to Learning: Relational Theory as Feminist Pedagogy in Universities,” in Feminist Pedagogy in Higher Education: Critical Theory and Practice, ed. Tracy Penny Light, Jane Nicholas, and Renée Bondy (Waterloo, Ontario: Wilfrid Laurier University Press, 2015), 16. Kay Pranis, “Restorative Values,” in Handbook of Restorative Justice, ed. Gerry Johnstone and Daniel Van Ness (Portland, Oregon: Willan Publishing, 2007), 65–66.
6. Freire, Pedagogy of the Oppressed.
7. Ibid., 61.
8. bell hooks, Teaching to Transgress: Education as the Practice of Freedom (New York: Routledge, 1994), 8.
9. Dyck, “Reaching Toward a Structurally Responsive Training and Practice of Restorative Justice,” 527.
10. Dorothy Vaandering, “The Significance of Critical Theory for Restorative Justice in Education,” Review of Education, Pedagogy, and Cultural Studies 32, no. 2 (2010): 168.
11. Barb Toews, “Toward a Restorative Justice Pedagogy: Reflections on Teaching Restorative Justice in Correctional Facilities,” Contemporary Justice Review 16, no. 1 (2013): 6.
Chapter 3: Experiential Learning and Restorative Justice
1. Luckner and Nadler, Processing the Experience: Strategies to Enhance and Generalize Learning, 3.
2. Michael J. Gilbert, Mara Schiff, and Rachel H. Cunliffe, “Teaching Restorative Justice: Developing a Restorative Andragogy for Face-to-Face, Online and Hybrid Course Modalities,” Contemporary Justice Review 16, no. 1 (2013): 55.
3. Llewellyn and Llewellyn, “A Restorative Approach to Learning: Relational Theory as Feminist Pedagogy in Universities,” 19.
4. Jeremy A. Rinker and Chelsey Jonason, “Restorative Justice as Reflective Practice and Applied Pedagogy on College Campuses,” Journal of Peace Education 11, no. 2 (2014): 165.
5. Barbara A. Carson and Darrol Bussler, “Teaching Restorative Justice to Education and Criminal Justice Majors,” Contemporary Justice Review 16, no. 1(2013): 142.
6. Kristi Holsinger, “Teaching to Make a Difference,” Feminist Criminology 3, no. 4 (2008): 332.
Chapter 4: Building a Restorative Learning Community
1. Christopher Marshall, “The Evolution and Meaning of the Restorative City Ideal: An Introductory Essay,” (unpublished, Victoria University of Wellington, 2016).
2. Jennifer J. Llewellyn and Brenda Morrison, “Deepening the Relational Ecology of Restorative Justice,” The International Journal of Restorative Justice 1, no. 3 (2018): 346–47.
3. Howard Zehr, Changing Lenses: A New Focus for Crime and Justice (Harrisonburg, Virginia: Herald Press, 1990), 268.
4. Davis, The Little Book of Race and Restorative Justice, 18.
5. Kristina R. Llewellyn and Christina Parker, “Asking the ‘Who’: A Restorative Purpose for Education Based on Relational Pedagogy and Conflict Dialogue,” The International Journal of Restorative Justice 1, no. 3 (2018): 401.
6. bell hooks, Teaching Community: A Pedagogy of Hope (New York: Routledge, 2003), 109.
7. Ibid.
8. Lindsey Pointer, “Justice Performed: The Normative, Transformative, and Proleptic Dimensions of the Restorative Justice Ritual,” (PhD dissertation, Victoria University of Wellington, 2019).
9. Victor Turner, The Ritual Process: Structure and Anti-Structure (Chicago: Aldine Publishing Company, 1969).
10. Victor Turner, From Ritual to Theatre: The Human Seriousness of Play (New York: Performing Arts Journal Publications, 1982).
11. Walter Crist, Alex de Voogt, and Anne-Elizabeth Dunn-Vaturi, “Facilitating Interaction: Board Games as Social Lubricants in the Ancient Near East,” Oxford Journal of Archaeology 35, no. 2 (2016): 179.
12. J. Tuomas Harviainen and Andreas Lieberoth, “Similarity of Social Information Processes in Games and Rituals: Magical Interfaces,” Simulation & Gaming 43, no. 4 (2012): 529.
13. J. Tuomas Harviainen, “Ritualistic Games, Boundary Control, and Information Uncertainty,” Simulation & Gaming 43, no. 4 (2012): 523–33.
Chapter 5: Preparing to Teach
1. Carl Rogers, “The Necessary and Sufficient Conditions of Therapeutic Personality Change,” Journal of Consulting Psychology 21, no. 2 (1957): 95–103. doi: 10.1037/h0045357
2. Annie O’Shaughnessy, “Transforming Teaching and Learning through Mindfulness-Based Restorative Practices,” in Getting More out of Restorative Practices in Schools, ed. Margaret Thorsborne, Nancy Riestenberg, and Gillean McCluskey (London: Jessica Kingsley Publishers, 2019), 149.
3. Toews, “Toward a Restorative Justice Pedagogy: Reflections on Teaching Restorative Justice in Correctional Facilities,” 21–23.
4. Toews, “Toward a Restorative Justice Pedagogy,” 22.
5. Ibid.
6. Ibid., 23.
7. Brian Arao and Kristi Clemens, “From Safe Spaces to Brave Spaces: A New Way to Frame Dialogue Around Diversity and Social Justice,” in The Art of Effective Facilitation: Reflections from Social Justice Educators, ed. Lisa M. Landreman (Sterling, VA: Stylus, 2013), 143–148.
8. Ibid.,142.
9. hooks, Teaching Community: A Pedagogy of Hope, 132.
10. Ibid., 28–29.
11. Ibid., 27–30, 64.
12. Daniel Siegel, The Developing Mind: How Relationships and the Brain Interact to Shape Who We Are, 2nd ed. (New York: Guilford Press, 2012), 281–283.
13. hooks, Teaching Community: A Pedagogy of Hope, 143.
Chapter 6: How to Design an Experiential Activity for Teaching Restorative Practices
1. Edward Taylor, “Transformative Learning Theory,” New Directions for Adult and Continuing Education 2008, no. 119 (2008): 13. doi: 10.1002/ace.301
Chapter 7: How to Design an Activity-Based Class or Training
1. hooks, Teaching Community: A Pedagogy of Hope, 14.
Chapter 8: Games and Activities for Your Community
1. Ted Wachtel, “Defining Restorative” (illustration: Social Discipline Window), International Institute for Restorative Practices, 2016, accessed June 17, 2019, https://www.iirp.edu/defining-restorative/social-discipline-window.
2. Note on the name: Laura Snider and Ken Keusenkothen, dear friends and colleagues of the authors, introduced us to the concept of the “shovel face,” in which the facilitator’s expression and body language change as they begin to “dig deeper” into the speaker’s story.
3. Determine the difficulty level of the game based on your program’s criteria for agreement items and skill level of the group.
4. Maire Dugan, “A Nested Theory of Conflict,” A Leadership Journal: Women in Leadership—Sharing the Vision 1, no. 1(1996): 9–20, https://emu.edu/cjp/docs/Dugan_Maire_Nested-Model-Original.pdf.