SYLLABUS

Restorative Practices:  Summer Session I — SWRK 480-01 and SWRK 580-01

An Oakland re-entry circle after a suspension

Oakland Unified School District — Restorative Justice videos including those above.

Week 1, starting Tuesday, May, 21, 2013

Wednesday, May 22, 2013

Discussion:  The power of faith in Punishment

Intro of Restorative Justice to a community Howard Zehr

A Sense of Justice – Dennis Maloney – Tributary Streams, Dennis Maloney

Restorative Justice Evaluation – Dennis Maloney

The Economics of Justice – Dennis Maloney

Oakland high-school students talking about circles (9.30 minutes)

Thursday, May 23, 2013

Discussion:  Circles and Questions

Article:  From NYTimes:  Can Forgiveness Play a Role in Criminal Justice?

Oakland high-school students talking about circles (9.30 minutes)

Tuesday, May 28, 2013 

Discussion:  Social Capital versus Authoritarianism

Read:  The Strange Disappearance of Civic Culture — handout

Have obtained one of three books, depending on interest.

Young children, play and peace-making:  The Little Book of Circles, by Kay Pranis

Schools, school discipline and classroom management:  Taking Restorative Justice to Schools; A Doorway to Discipline, byJeannette Holtham

Justice, legal systems:  The Little Book of Restorative Justice (The Little Books of Justice & Peacebuilding), by Howard Zehr

Wednesday, May, 29, 2013

Discussion:  Incentives/Consequences

Exercise:  Group Norms

Video:  Leadership Training:  Why Punishment Doesn’t Work

Video:  http://www.youtube.com/watch?v=u6XAPnuFjJc — Daniel Pink’s piece on motivation

Paper, up to page 15:  Building the Bridge from Client to Citizen,  by John P. Kretzmann, Co-Director, The Asset-Based Community Development Institute

Thursday, May, 30, 2013

Discussion:  Collective Impact

Article:  Collective Impact

Article:  11.14.2010  A British city bands together to help its schools

Article:  Hull, UK  Toward a Restorative City

Video:  The Empathic Civilisation

Come prepared to present and finalize plans/ideas for each of the three work products AND how these work interests relate to the materials you’ve absorbed so far.

Tuesday, June 4

Discussion:  Attachment and mental health

Website, with 2 videos:  Mary Ainsworth and Harry Harlow — Please note, the page itself is an excellent summary of Ainsworth’s work, plus there is a shortened, narrated version of the “Strange Situation.”  When you’ve watched that video, the screen will offer you a number of other video links with visual icons.  Look for the black-and-white grainy one with a monkey for the old Harry Harlow experiments.  Fair warning:  even these shortened, narrated versions can be upsetting.  But instructive.  For those interested in early childhood, this whole site is an excellent 101 on attachment.

Cheat Sheet:  The 40 Developmental Assets — ages 3-5

Cheat Sheet:  The 40 Developmental Assets — ages 5-9

Limbic Brain:  Three Brain Development Videos from Harvard (Skip if you know these basics.)

Wednesday, June 5

Discussion:  Early childhood Restorative Practices

Video:  Alliance for Childhood The Benefits of Risk in Children’s Play

Video:  Alliance for Childhood Prescription for Play

Video:  Scrapstore Playpods in Action

Website:  article with visuals:  Playgrounds that rip up the safety rules

Website:  article with visuals:  Places of Woe: Places of Possibility

Thursday, June 6

Discussion:  Parenting and Playwork

Online book (34 pages):  The Playwork Primer, by Penny Wilson

Column:  Stranger Danger is A Uniquely American Insanity

Tuesday, June 11

In-class Movie:  School’s Out — Lessons from a Forest Kindergarten

Cheat Sheet:  The 40 Developmental Assets — ages 8-12

Online interview @ pubescent brain development:  Jay Giedd, brain scientist

Column:  10.10.10   Talk with kids about how their behavior affects others

Wednesday, June 12

Discussion:  Shame

Video and site:  Dr. Donald Nathanson — The Compass of Shame (Please note.  If for some reason the link just doesn’t take.  Perhaps putting it directly into your browser will work  — http://www.youtube.com/watch?v=LZ1fSW7zevE .

Video:  Restorative Justice Continuum – Howard Zehr Ph.D EMU

Hand-out, chapter of Crime, shame and re-integration byJohn Braithwaite

Thursday, June 13

Discussion:  Restoration and accountability

In-class movie:  Face to Face

Tuesday, June 18

Discussion:  Repair with older children and adults

Video:  Why I had an Famiy Group Conference

Wednesday, June 19

Discussion:  Restorative Discipline

Video:  The Transformation of West Philadelphia High School: a story of hope

Video:  Restorative Justice: Restoring Community, Healing Lives

Video:  Growing Fairness: A short film and companion guide

Video:  About a psychopathic personality For future reference:  The Wolf Within

Thursday, June 20

Discussion:  Restorative Justice

Movie cut into 4 videos:  Meeting with a Killer (Part 1/2) and Meeting with a Killer (Part 2/4) and Meeting with a Killer (Part 3/4) and Meeting with a Killer (Part 4/4)

Revisit:  NYTimes:  Can Forgiveness Play a Role in Criminal Justice?

Tuesday, June 25

Discussion:  RP in your practice and elsewhere

Presentations of and responses to work products

Wednesday, June 26

Discussion:  RP in your practice and elsewhere

Presentations of and responses to work products

Thursday, June 27

Discussion: Evaluation

Finish Presentations of work products, if necessary

Expectations of Students

Students are expected to complete assigned readings in preparation for class and to follow the schedule of submissions.  If students miss a class, they are responsible for obtaining the pertinent materials and preparing for the next class.  If a class is cancelled, students should be prepared for the next class also.  However, this class is about gaining restorative-practice experience, so in-class participation is how the applied learning takes place.

This course is highly interactive.  The rules and philosophical structure of restoration is seemingly simple, but becomes complex in the undertaking.  Class time, as well as students presentations, will often be conducted in “circle,” a principal restorative practice.  Frankly, the rubric by which I gauge the extent to which someone understands restorative practices is the quality of their questions about the issues that arise.  So the combination of our time together, along with their practicum, is the only experience I can guarantee the students will have unless they begin using the principals in their own lives.  I expect and welcome “push-back,” but participation and cooperation are still key.

Thus, I expect the following of all students:

  1. Attendance at all class sessions barring a fabulous excuse.
  2. Compliance with all requests regarding assignments.  The writing and reading are not so onerous they can not be completed on time.  If real problems arise, the students should contact me asap.
  3. Completion of 16 practicum or observation hours.  I will help the students get a placement, but they are ultimately responsible for closing the deal and getting there.
  4. Work product #1  An informal 3-5 page journal about what they see through the restorative lens  in their practicum-observation
  5. Work Product #2:  a 2-3 page reflection of building social capital within the class “village.”
  6. Work Produce #3:  A teaching or Informing presentation.  Choosing a target audience, the student will create a video, Power Point, or 3-5-page paper explaining or teaching an aspect of RP.  Anyone who wants to take on an aspect of the History of this field gets special appreciation
  7. Writing that is literate, structured, and well-thought-through.
  8. An open-hearted willingness to share experiences and thoughts as they relate to course materials.
  9. A willingness to communicate by e-mail among the class and with me.

 

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