Restorative Justice in Education: Enhancing Critical, Experiential and Reflective Pedagogy
Grant program: Teaching and Learning Development Grant (TLDG)
Grant recipient: Brenda Morrison, School of Criminology
Project team: Cristina Serverius, research assistant
Timeframe: May 2016 to March 2017
Funding: $5,000
Final report: View Brenda Morrison's final report (PDF)
Description: Critical, experiential and reflective pedagogy is essential to the teaching and application of restorative justice in educational setting. This research and development aims to (1) develop new experiential and reflective worksheets for students that enhance the weekly content of the course; (2) implement them in class and through canvas; (3) assess the reflective content on canvas; (4) assess the feedback from students through self-reported survey feedback; (5) present this new methodology for enhancing critical reflection at conferences; (6) publish this new methodology.
Questions addressed:
- What content do students reflect on and learn through the use of reflective worksheets?
- How effective do students feel the worksheets are to enhancing their learning?
Knowledge sharing: I will present this project’s findings at education gatherings and conferences at ¶¡ÏãÔ°AV. Results and working booklet will be published and presented at national and international conferences.
Brown, M., Morrison, B., & Manvell, L. (2017, June). The magic of the virtual circle: Teaching and learning in online RJ course. Paper presented at the 6th National Conference on Community and Restorative Justice, Oakland, CA.
Morrison, B. (2018, September). Community praxis: Lesson from restorative justice education. Presentation at New Advances in Restorative Justice Theory and Practice, University of Leeds, Leeds, UK.
Keywords: Worksheets, guide student experience and reflection, canvas, online survey, coding of online posts, criminology, education, schools, restorative justice, experiential learning, first-person perspective, praxis, pedagogy, contemplative