Circle Pedagogy in Criminal Justice Education at a PWI
A Student/Faculty Collaborative Autoethnography
Bibliographic Data
| ID | 15317147 |
|---|---|
| Authors | Vanessa Lynn (0000-0002-6952-0165, Marist College, corresponding author), Anna T Chase (University of Southern Maine) |
| Year | 2022 |
| Volume | 34 |
| Issue | 4 |
| Pages | 553-572 |
| Publication date | 2022-10-10 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Criminal Justice Education (JOURNAL) |
| Journal identifiers | ISSN: 1051-1253 • E-ISSN: 1745-9117 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/10511253.2022.2130382 |
| OpenAlex | W4304091722 |
| Language | EN |
| References cited | 33 |
The restorative justice movement is grounded in the longstanding traditions and philosophies of indigenous and First Nation communities. As a restorative practice, circles have the potential to reactively repair harms and proactively build and strengthen community bonds. More recently, circles have been used to facilitate dialogues in a variety of community settings, including workplaces, schools, and correctional institutions. The authors first met as teacher and student at a Predominantly White Institution in a Race and Crime course where the instructor used circles in a classroom context. The circle as a pedagogy encourages critical thinking and community engagement as an alternative to a traditional banking pedagogy. By emphasizing values such as voluntariness, vulnerability, and egalitarianism, circles mirror a Freirean dialogical pedagogy. The authors went on to form a mentor-mentee relationship and attended online community circles together. This exploratory paper reflects on the authors’ experiences in classroom and community circles in order to share what they have learned about the purpose and application of circles. In the classroom, circles provide students with a safe space to have their voices heard and to listen to the perspectives of others, thus allowing them to engage in productive dialogues about controversial subjects
Autoethnography · Context (archaeology · Criminal justice · Criminology · Dialogical self · Indigenous · Pedagogy · Restorative justice · Sociology · Gender Studies · Higher Education Practises and Engagement · Psychology · Reflective Practices in Education · Social Psychology · Social Work Education and Practice
Complexity in restorative justice education circles
Autoethnography as a research method
Teaching Race and Crime
The argument for studying race and crime
The Reimaging of Criminal Justice Education
Diversity Course Effectiveness Among Criminal Justice Students
Confronting ideologies of race and crime in the classroom
Faculty Perspectives on Teaching a Race and Crime Course
Developing and dealing with controversial issues in criminal justice courses
Introducing “race consciousness” into criminal justice education
A model of dialogue and conscientization
Restorative practices as formal and informal education
Developing student social skills using restorative practices
Race Pedagogy
Facilitating Difficult Dialogues in the Classroom
Race Doesn't Matter, but
The Controversial Classroom
Race Talk and the Conspiracy of Silence
Autobiographic Narratives as Data in Applied Linguistics
Writing the Othered Self
Multiple Reflections of Child Sex Abuse
Analyzing Analytic Autoethnography
On auto-ethnography
| Citation velocity | historical |
|---|---|
| Highly cited | No |