Book Chapters by Gillian Ho
Restorative Justice: Promoting Peace and Wellbeing, 2022
In the tradition of critical pedagogy, which invites students to critique and challenge systems o... more In the tradition of critical pedagogy, which invites students to critique and challenge systems of power and oppression, this chapter describes the first author’s attempt to develop a pedagogy based on restorative justice principles. The integration of restorative principles into pedagogy (rather than just course content) is posited to create a more congruent learning environment and give students an opportunity to experience and navigate the principles first-hand. The authors write in the tradition of auto-hermeneutics, a phenomenological approach to inquiry that focuses on an individual’s lived experiences. As such, rather than writing in a single voice, they intentionally preserve the distinct perspectives of both individual students and the instructor in an upper-level, undergraduate restorative justice course at a state university. Because there is no definitive list, ten restorative principles (e.g., using “power with” rather than “power over”, considering conflicts as belonging to the community) are identified and then described in regard to how they are operationalized and engaged in the classroom from both the instructor’s and students’ points of view. These restorative principles, like critical pedagogy, are designed to be subversive to established systems and protocols and, like peace psychology, are intended to provide a viable alternative to the structural and institutional violence that characterizes many aspects of higher education.
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Papers by Gillian Ho
Peace Psychology Book Series
In the tradition of critical pedagogy, which invites students to critique and challenge systems o... more In the tradition of critical pedagogy, which invites students to critique and challenge systems of power and oppression, this chapter describes the first author’s attempt to develop a pedagogy based on restorative justice principles. The integration of restorative principles into pedagogy (rather than just course content) is posited to create a more congruent learning environment and give students an opportunity to experience and navigate the principles first-hand. The authors write in the tradition of auto-hermeneutics, a phenomenological approach to inquiry that focuses on an individual’s lived experiences. As such, rather than writing in a single voice, they intentionally preserve the distinct perspectives of both individual students and the instructor in an upper-level, undergraduate restorative justice course at a state university. Because there is no definitive list, ten restorative principles (e.g., using “power with” rather than “power over”, considering conflicts as belonging to the community) are identified and then described in regard to how they are operationalized and engaged in the classroom from both the instructor’s and students’ points of view. These restorative principles, like critical pedagogy, are designed to be subversive to established systems and protocols and, like peace psychology, are intended to provide a viable alternative to the structural and institutional violence that characterizes many aspects of higher education.
Bookmarks Related papers MentionsView impact
Peace psychology book series, 2022
In the tradition of critical pedagogy, which invites students to critique and challenge systems o... more In the tradition of critical pedagogy, which invites students to critique and challenge systems of power and oppression, this chapter describes the first author’s attempt to develop a pedagogy based on restorative justice principles. The integration of restorative principles into pedagogy (rather than just course content) is posited to create a more congruent learning environment and give students an opportunity to experience and navigate the principles first-hand. The authors write in the tradition of auto-hermeneutics, a phenomenological approach to inquiry that focuses on an individual’s lived experiences. As such, rather than writing in a single voice, they intentionally preserve the distinct perspectives of both individual students and the instructor in an upper-level, undergraduate restorative justice course at a state university. Because there is no definitive list, ten restorative principles (e.g., using “power with” rather than “power over”, considering conflicts as belonging to the community) are identified and then described in regard to how they are operationalized and engaged in the classroom from both the instructor’s and students’ points of view. These restorative principles, like critical pedagogy, are designed to be subversive to established systems and protocols and, like peace psychology, are intended to provide a viable alternative to the structural and institutional violence that characterizes many aspects of higher education.
Bookmarks Related papers MentionsView impact
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Book Chapters by Gillian Ho
Papers by Gillian Ho