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Addressing individual and community needs in the aftermath of campus sexual misconduct: restorative justice as a way forward in the re-entry process.Restorative justice is an approach to incidents of harm involving a high level of support and accountability for people who cause harm. To date, there is neither federal regulation nor commonly applied standard of care for re-entry to campus by a student who has been found responsible for sexual misconduct. Restorative justice re-entry circles represent a promising approach to the reintegration of students, taking into account the needs of the individual survivor, the student who violated policy, and the safety concerns of the campus community. Using a case study, this article outlines an example of a re-entry circle at a university in the United States and discusses the lessons learned with regard to concerns about the student's mental health status, issues of race and racism on campus, and the role of a trauma-informed approach to circle practice in incidents involving a complex interplay of mental health, social status, and race on campus.
Responding to academic dishonesty in universities: a restorative justice approach.The implementation of restorative approaches in schools has been commonly seen in elementary and high schools, yet the development of restorative approaches in post-secondary institutions has not been fully explored. In respect to university education, a more restorative approach to student discipline can be a proactive educational response mediating the response of student discipline boards to instances of student wrongdoing. Existing practices are explored, and critiqued from a restorative justice perspective. The rationale behind moving to a restorative response is outlined, and the experiences of student discipline boards that currently employ restorative approaches are assessed to determine how effective this paradigm shift could be. How university responses to student misconduct might function if aspects of the academic environment were built on restorative values and principles is explored, in particular, through looking at the benefits accruing to the development of restorative practices in the classroom, in distance education and for students who experience language difficulties.
Student Conduct and Policy Violations: Gender‐Aware Restorative Justice Practice.This chapter addresses the over‐representation of certain groups of men in campus judicial proceedings and interrogates prevailing ideological and philosophical standpoints related to gender within the area of student conduct. The chapter ends by encouraging a gender‐aware restorative justice approach to student conduct practice.