How Transitional, Restorative, and Transformative Justice Will Address Racial Injustice
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Restorative Versus Retributive Justice Kathleen Daly Reviews the Discourse That Has Framed Restorative Justice As the Antidote to Punishment
Restorative versus Retributive Justice Kathleen Daly reviews the discourse that has framed restorative justice as the antidote to punishment. n 'Restorative justice: the real story' (Punishment and Advocates seem to assume that an ideal justice system should Society 2002), Kathleen Daly draws on her experience of be of one type only, that it should be pure and not contaminated / restorative justice conferencing and an extensive survey of by or mixed with others. [Even when calling for the need to academic literature to refute four myths that she says have "blend restorative, reparative, and transformative justice... with grown up around restorative justice. These are that: (1) the prosecution of paradigmatic violations of human rights", restorative justice is the opposite of retributive justice; (2) Drambl (2000:296) is unable to avoid using the term 'retributive' restorative justice uses indigenous justice practices and was to refer to responses that should be reserved for the few.] the dominant form ofpre-modern justice; (3) restorative justice Before demonstrating the problems with this position, I give a is a 'care' (or feminine) response to crime in comparison to a sympathetic reading of what I think advocates are trying to say. justice' (or masculine) response; and (4) restorative justice Mead's (1917-18) 'The Psychology of Punitive Justice' can be expected to produce major changes in people. She says contrasts two methods of responding to crime. One he termed that "simple oppositional dualisms are inadequate in depicting"the attitude of hostility toward the lawbreaker" (p. 227), which criminal justice, even in an ideal justice system", and argues "brings with it the attitudes of retribution, repression, and for a 'real story' which would serve the political future of exclusion" (pp. -
From Restorative Justice to Transformative Justice Discussion
From Restorative Justice to Transformative Justice Discussion Paper Law Commission of Canada Catalogue No. JL2-6/1999 ISBN 0-662-64363-1 Canada Preface The Law Commission of Canada has identified Social Relationships as one of its key research themes. As society becomes more diverse, Canadians are increasingly seeing themselves not just as individuals, but as members of groups. Yet much of our law continues to be based on the assumption that only individuals matter. This is most evident in the way it addresses interpersonal relationships that give rise to conflict. Traditionally, judicial procedures have presumed that the goal of litigation is to discern the facts that relate to a particular situation of conflict, and then to identify the law that applies to these facts. The adjudicative process is two-sided, adversarial and backward looking. It works to produce winners and losers. Many of our most important societal issues can be only imperfectly forced into this model. Frequently, there are multiple parties to a conflict. The issues that divide parties are often not two- sided, but are multi-sided. And the remedies sought by persons in conflict are not necessarily just the reparation of some harm or the restoration of a previous situation; often they seek the transformation of a relationship gone sour. The limits of the criminal and the civil law in responding to conflict have been well worked over by scholars and commentators. This is especially true in relation to the criminal law. A great deal of effort has been devoted to finding alternatives to punishment and incarceration as a way of rehabilitating offenders. -
Transforming Justice
Hacettepe University Graduate School of Social Sciences Peace And Conflict Studies Master’s Programme RESTORATIVE AND TRANSFORMATIVE SOLUTIONS TO SEXUAL VIOLENCE Matthew Johnson Master’s Thesis Ankara, 2013 ii ACKNOWLEDGEMENTS I would be remiss if I did not acknowledge the contributions and moral support of Daniela Vann, whom I will continue to work with to promote my research and its usefulness to society. Very special thanks go to her and my adviser, Dr. Laura Finley, for her encouragement, knowledge, thoughtfulness, and prompt response-time. This would not have happened, of course, without my acceptance into the Peace and Conflict Studies program of Hacettepe University. I thank my advisor, Pinar Gozen, and everyone responsible for putting it together, and I thank my wonderful classmates for their support and the numerous memories we share. I can honestly say that the experience would not have been worthwhile without them. It also would not have happened without my patient and inspiring research participants, and there are many others — professors, colleagues, friends, and family — whom I will not list here but will never forget. I must, above all, appreciate Fati. This work is dedicated to her — with all my heart, mind, and soul. iii The death penalty or castration is not going to cure society of [sexual] violence. We have to look at the roots of this violence: inequality, injustice, inequity and a very bad system of governance, where the systems you’ve put in place to implement the law are exploiting it for their own purpose. So what we really need is to look at the total picture. -
The School-To-Deportation Pipeline Is Your School Putting Undocumented Students at Risk?
Inspire Future Voters Matthew Shepard White Privilege PD and Poster Inside! His Legacy, Years Later Update Your Understanding TEACHING ISSUE | FALL TOLERANCETOLERANCE.ORG The School-to-Deportation Pipeline Is your school putting undocumented students at risk? TT60 Cover.indd 1 8/22/18 1:25 PM FREE WHAT CAN TOLERANCE. ORG DO FOR YOU? LEARNING PLANS GRADES K-12 EDUCATING FOR A DIVERSE DEMOCRACY Discover and develop world-class materials with a community of educators committed to diversity, equity and justice. You can now build and customize a FREE learning plan based on any Teaching Tolerance article! TEACH THIS Choose an article. Choose an essential question, tasks and strategies. Name, save and print your plan. Teach original TT content! TT60 TOC Editorial.indd 2 8/21/18 2:27 PM BRING SOCIAL JUSTICE WHAT CAN TOLERANCE. ORG DO FOR YOU? TO YOUR CLASSROOM. TRY OUR FILM KITS SELMA: THE BRIDGE TO THE BALLOT The true story of the students and teachers who fought to secure voting rights for African Americans in the South. Grades 6-12 Gerda Weissmann was 15 when the Nazis came for her. ONE SURVIVOR ey took all but her life. REMEMBERS Gerda Weissmann Klein’s account of surviving the ACADEMY AWARD® Holocaust encourages WINNER BEST DOCUMENTARY SHORT SUBJECT thoughtful classroom discussion about a A film by Kary Antholis l CO-PRODUCED BY THE UNITED STATES HOLOCAUST MEMORIAL MUSEUM AND HOME BOX OFFICE di cult-to-teach topic. Grades 6-12 THE STORY of CÉSAR CHÁVEZ and a GREAT MOVEMENT for SOCIAL JUSTICE VIVA LA CAUSA MEETS CONTENT STANDARDS FOR SOCIAL STUDIES AND LANGUAGE VIVA LA CAUSA ARTS, GRADES 7-12. -
Lynched for Drinking from a White Man's Well
This site uses cookies. By continuing to browse this site you are agreeing to our use of cookies.× (More Information) Back to article page Back to article page Lynched for Drinking from a White Man’s Well Thomas Laqueur This April, the Equal Justice Initiative, a non-profit law firm in Montgomery, Alabama, opened a new museum and a memorial in the city, with the intention, as the Montgomery Advertiser put it, of encouraging people to remember ‘the sordid history of slavery and lynching and try to reconcile the horrors of our past’. The Legacy Museum documents the history of slavery, while the National Memorial for Peace and Justice commemorates the black victims of lynching in the American South between 1877 and 1950. For almost two decades the EJI and its executive director, Bryan Stevenson, have been fighting against the racial inequities of the American criminal justice system, and their legal trench warfare has met with considerable success in the Supreme Court. This legal work continues. But in 2012 the organisation decided to devote resources to a new strategy, hoping to change the cultural narratives that sustain the injustices it had been fighting. In 2013 it published a report called Slavery in America: The Montgomery Slave Trade, followed two years later by the first of three reports under the title Lynching in America, which between them detailed eight hundred cases that had never been documented before. The United States sometimes seems to be committed to amnesia, to forgetting its great national sin of chattel slavery and the violence, repression, endless injustices and humiliations that have sustained racial hierarchies since emancipation. -
Whose and What Justice?
Bachelor Thesis Whose and what justice? A content analysis of the United Nations’ Post-2015 Development Agenda Author: Pontus Wallin Supervisor: Lennart Wohlgemuth Examiner: Jonas Ewald rd Date: 3 June 2015 Subject: Peace and Development Level: Bachelor Thesis Course code: 2FU31E 0 1 | W hose and what justice? Abstract As the timeframe of the United Nations’ Millennium Development Goals (MDGs) is running out this year, the Post-2015 Development Agenda soon arrive at its final negotiations. Criticisms of the MDGs have primarily concerned the inaccurate implementation of social justice to the most vulnerable and poor, and the limited understanding of the underlying interconnectedness of the goals. In several recent reports, it has been stated that the various aspects of social justice and inclusiveness shall permeate the new development agenda. I have therefore made it my task to conduct a content analysis of three key reports, providing the most likely basis for the new agenda. With this, my aim is to examine what different concepts of social justice is being expressed, whom the agenda foremost seems to favour in terms of ‘winners’ and ‘losers’, and what possible implications this could have for global development work. My analytical framework is constructed from three concepts of social justice: distributive, retributive and transformative justice. Ideal types of these three concepts have been constructed as the analytical instrument of the study, in order to simplify the content analysis. In the study, it is concluded that it is likely that the new development agenda will aim for distributive justice, although the road to get there leads through major transformational shifts. -
Springfield Race Riot Reconnaissance Survey Springfield, Illinois | August 2019 Front Cover: a Burned Riot District, August 14, 1908
National Park Service U.S. Department of the Interior Springfield Race Riot Reconnaissance Survey Springfield, Illinois | August 2019 Front cover: A burned riot district, August 14, 1908. Photo: Unidentified photographer. Back cover: East Madison Street, August 14, 1908. Photo: Unidentified photographer. EXECUTIVE SUMMARY This reconnaissance survey is a preliminary resource assessment of a site near Madison Street and the 10th Street Rail Corridor in Springfield, Illinois, associated with the 1908 Springfield Race Riot. This survey examines the likelihood that the study area would meet the four established criteria for inclusion in the national park system: national significance, suitability, feasibility, and need for direct National Park Service (NPS) management. Conclusions provided in reconnaissance surveys do not determine whether a study area is eligible for inclusion in the national park system. If a reconnaissance survey finds that a study area is likely to meet the NPS criteria for inclusion, then a special resource study may be recommended. Special resource studies are more detailed reports that provide Congress with critical information used in the process of designating new units of the national park system. The study area examined in this reconnaissance survey contains the structural remains of five homes that were burned during the 1908 Springfield Race Riot. The resources were identified in 2014 by archeologists during phase II investigations for a Federal Railroad Administration project called the Carpenter Street Underpass Project. Following those investigations, the Federal Railroad Administration, along with the Illinois State Historic Preservation Office determined that the archeological site is eligible for listing in the National Register of Historic Places under both criterion A (associated with events that have made a significant contribution to the broad patterns of our history) and criterion D (yielded or may be likely to yield, information important in history or prehistory). -
Transformative Justice a Curriculum Guide
Transformative Justice A Curriculum Guide A Project NIA collaboration Fall 2013 Project NIA presents⋯ Chicago Transformative Justice Fall (October-December 2013) This Fall, Project NIA kicks off a series of transformative justice-focused discussions, film screenings, an art exhibition, and other activities. We got an early start with an event on August 15th about how we might consider the Trayvon Martin case through a transformative justice lens. Our goal is to raise public awareness about transformative justice and to think critically about our practice of mass incarceration. We will explore the values and social forces that underpin our punishment mindset and practices. We will examine how we respond to harm and injustice— both in our own choices as individuals and in what we ask our institutions to do in our names. There are many ways that you can participate in Transformative Justice Fall. • Use this curriculum guide to discuss transformative justice with youth, neighbors, colleagues, and friends. If you are an educator, consider using it with your students. • Submit art. We have two calls for submissions (descriptions of each project can be found at the end of this guide, or you can check out the sites for each project below...) Miniature Cities of Refuge: http://www.micahbazant.com/call-for-tiny-cities/ (Due October 21) Picturing a World Without Prisons: http://tinyurl.com/q84gsvn (Due October 15) • Attend events (events TBA, stay tuned to NIA dispatches at http://niastories.wordpress.com/) • Organize your own events (submit details -
Transformative Justice and the Dismantling of Slavery's Legacy In
206 BARRY KRISBERG Krisberg, Barry, and Carolyn Temin. 2001. NCCD Focus: The Plight of Children [ Chapter 13 ] Whose Parents Are Incarcerated. Oakland, CA: National Council on Crime and Delinquency. Murray, Charles A., and Lewis Cox. 1979. Beyond Probation: Juvenile Corrections Transformative Justice and the and the Chronic Delinquent. Beverly Hills, CA: Sage. Ranulf, Svend. 1938. Moral Indignation and Middle Class Psychology. Copenhagen: Dismantling of Slavery's Legacy in Levin & Munksgaard. Shrag, Peter. 2000. "Prop. 21 Tale of Wilson, Ghost of Politics Past." Fresno Bee Post-Modern America (February 2). Wilson, James Q., and Richard J. Herrnstein. 1985. Crime and Human Nature. New York: Simon and Schuster. Mary Louise Frampton Introduction Slavery was technically abolished in the United States 150 years ago, but the legacy of that atrocity persists at the beginning of the twenty-first cen- tury in a "war on crime" that has resulted in the mass incarceration of young American black men, a phenomenon that has been described as the "new Jim Crow" (Scotti and Kronenberg 2001; Glasser 2006). In the United States we have only 5 percent of the world's population but 25 percent of the globe's prisoners. Our country incarcerates two mil- lion people a year, half of whom are African American. A young white male in this nation has a one-in-fifteen chance of being incarcerated; a Latino, one-in-ten; a black, one-in-three (Oliver 2001; Pattillo, Weiman, and Western 2004, 1-7; Robinson 2004, 2). This apartheid system is the scourge of a society that promises equal opportunity for all. -
Robert "Bob" Hicks House, Washington Parish, LA Robert "Bob" Hicks House, Washington Parish, LA
United States Department of the Interior National Park Service / National Register of Historic Places Registration Form NPS Form 10-900 OMB No. 1024-0018 Hicks, Robert “Bob” , House Washington Parish, LA Name of Property County and State 4. National Park Certification I hereby certify that the property is: ___ entered in the National Register ___ determined eligible for the National Register ___ determined not eligible for the National Register ___ removed from the National Register ___other, explain: ___________________________ Signature of the Keeper Date of Action 5. Classification Ownership of Property (Check as many boxes as apply.) x Private Public – Local Public – State Public – Federal Category of Property (Check only one box.) x Building(s) District Site Structure object Number of Resources within Property (Do not include previously listed resources in the count) Contributing Non -contributing 2 Buildings Sites Structures Objects 2 0 Total Number of contributing resources previously listed in the National Register: 0 6. Function or Use Historic Functions (Enter categories from instructions.): Domestic: Single Dwelling Current Functions (Enter categories from instructions.): Vacant/Not in Use 2 United States Department of the Interior National Park Service / National Register of Historic Places Registration Form NPS Form 10-900 OMB No. 1024-0018 Hicks, Robert “Bob” , House Washington Parish, LA Name of Property County and State 7. Description Architectural Classification (Enter categories from instructions.): No Style Materials: (enter categories from instructions.) foundation: Concrete blocks walls: Wood Siding roof: Asphalt Shingles other: Narrative Description (Describe the historic and current physical appearance and condition of the property. Describe contributing and noncontributing resources if applicable. -
Chapter 05 Towards an Era of Transformative Justice
27 CHAPTER 05 TOWARDS AN ERA OF TRANSFORMATIVE JUSTICE “We are not talking about any peace. We are talking about sustainable peace built on justice—and we call that real democratic peace.” Syrian women's rights leader, “The Pieces of Peace: Realizing Peace Through Gendered Conflict Prevention”1 100 Chapter 5. Transformative Justice HIGHLIGHTS FROM THE RESOLUTIONS Resolution 1325 Emphasizes the responsibility relating to sexual and other of all States to put an end to violence against women impunity and to prosecute and girls, and in this regard those responsible for genocide, stresses the need to exclude crimes against humanity and these crimes, where feasible war crimes including those from amnesty provisions[...] 2000 2008 Resolution 1820 Notes that rape and other forms for such acts, to ensure of sexual violence can constitute that all victims of sexual violence, a war crime, a crime against particularly women and girls, humanity or a constitutive act have equal protection under with respect to genocide, [...] the law and equal access and calls upon Member States to to justice and stresses the comply with their obligations for importance of ending impunity prosecuting persons responsible for such acts 101 Resolution 2122 Recognizing in this regard that more must be done to ensure that transitional justice measures address the full range of violations and abuses of women’s human rights, and the differentiated impacts on women and girls of these violations and abuses as well as forced displacement enforced disappearances, and destruction of civilian infrastructure 2013 Resolution 2106 Draws attention to the importance of a comprehensive approach to transitional justice in armed conflict and post-conflict situations, encompassing the full range of judicial and non-judicial measures, as appropriate 102 Chapter 5. -
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Look Back, But March Forward Upperman Center Spring Break Trip 2019 Itinerary March 9-15 Saturday, March 9, 2019 Wilmington, NC- Greensboro, NC - Memphis, TN Day 1: When the Students Sat In 5:30 AM Meet at Bus stop in front of Fisher University Union 6:00 AM Load Bus @ UNCW (3hrs 12 min to Greensboro, NC) 10:00 AM International Civil Right Center and Museum 134 South Elm Street Greensboro, NC 27401 (336)274-9199 (1.5HR in Museum) Price: $12 adults, $10 students) (8 minutes) 12:00 PM Stephanie’s Restaurant (Lunch) 2507 Randleman Rd Greensboro, NC 27406 (336)389-1008 1:30 PM Load Bus (10 hours 30 minutes to Memphis, TN) (Optional: Drive by Beck Cultural Exchange) 1927 Dandridge Ave, Knoxville, TN 37915-1909 6:00 PM Jackie’s Dream Café (Dinner) 1008 E Woodland Ave, Knoxville, TN 37917 (Reflection Question: How can you be a better advocate and not bystanders? (6 hours) 1:30 AM Hampton Inn 5320 Poplar Ave, Memphis, TN Conformation # 98008925 Sunday, March 10, 2019 Memphis, TN Day 2: Between Music and Movements Weather high 61 low 44 9:45 AM Optional-Leave for Church (21 minute drive) 10:30 AM Optional: Midtown Campus- Mississippi Blvd Christian Church 70 North Bellevue Blvd Memphis, TN 12:00 PM Stax Museum of African American Soul Music $13 or 12 w/ID 926 East Mclemore Av Memphis, TN 38126 (1.5HR in Museum) (10 minutes) 3:00 PM National Civil Rights Museum $15 or $14 for students w/ID 450 Mulberry Street Memphis, TN 38103 (901)521-9699 (1 minute) 5:00 PM Beale Street (Need ID) Miss Polly’s Soul City Café (Dinner) 154 Beale St, Memphis, TN 38103 Reflection Question: 10 words to describe your day.