English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

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.

Circle Pedagogy in Criminal Justice Education at a PWI: A Student/Faculty Collaborative Autoethnography