Kathleen McGoey and Lindsey Pointer, "Little Book of Restorative Teaching Tools for Online Learning: Games and Activities for Restorative Justice Practitioners" (Good Books, 2024)
Oct 26, 2024
auto_awesome
Kathleen McGoey, a trainer in restorative justice practices, and Lindsey Pointer, an assistant professor and restorative justice expert, dive into their new book designed for online learning. They discuss innovative ways to create empathy and trust in virtual classrooms, emphasizing the need for genuine connection. The conversation highlights engaging games and techniques that promote relationship-building and equity, all while tackling challenges unique to online education. Their insights offer valuable tools for educators to enhance restorative practices remotely.
Restorative justice education emphasizes experiential learning through interactive games and activities that enhance engagement and skill development online.
The transition to online platforms allowed for innovative adaptations of restorative justice practices, demonstrating that community-building can thrive virtually despite physical separation.
Deep dives
Introduction to Restorative Justice
Restorative justice is described as a philosophy and approach focused on repairing harm rather than punishment. It emphasizes the interconnectedness of the community, promoting understanding and repair of relationships impacted by wrongdoing. Rather than simply penalizing offenders, restorative justice practices allow for dialogue and reflection on the harm caused, fostering an environment in which all parties can express their needs and experiences. This method aims to meet the needs of victims, provide offenders with insight into the consequences of their actions, and contribute to a culture of empathy and accountability.
Teaching Restorative Justice Effectively
Effective teaching of restorative justice involves creating engaging and interactive learning experiences that go beyond traditional lectures. It incorporates games and activities that simulate real-life restorative scenarios, allowing participants to practice the skills necessary for facilitation and dialogue. This experiential learning approach promotes confidence in applying restorative practices and fosters a deeper understanding of restorative principles. Utilizing innovative tools and techniques, such as role-playing and collaborative discussions, has proven to significantly enhance the learning experience and retention of concepts.
Adapting to Online Learning Environments
The shift to online education during the pandemic presented both challenges and opportunities for teaching restorative justice. Original in-person games and activities were adapted to suit virtual platforms, leveraging tools such as breakout rooms and chat functions to foster interaction and community. New activities were developed to encourage participant engagement, allowing for sharing and reflection without the pressure of vocal participation. This adaptability demonstrated that the core principles of restorative justice education can be effectively maintained and even enhanced through innovative online methods.
Continuing the Conversation and Collaboration
The authors emphasize the importance of community in learning environments, advocating for collaboration in creating experiential learning activities. They invite others who share a passion for restorative practices to contribute ideas and work together to expand the toolkit available for educators and practitioners. By fostering a collaborative spirit, they aim to enhance the development of engaging activities that address various learning objectives within the framework of restorative justice. Upcoming in-person training sessions are also highlighted as opportunities for individuals to deepen their restorative practice skills and connect with others in this field.
Teaching, training, and gathering online has become a global norm since 2020. Restorative practitioners have risen to the challenge to shift restorative justice processes, trainings, and classes to virtual platforms, a change that many worried would dilute the restorative experience. How can people build relationships with genuine empathy and trust when they are not in a shared physical space? How can an online platform become an environment for people to take risks and practice new skills without the interpersonal support available when meeting face to face? Little Book of Restorative Teaching Tools for Online Learning: Games and Activities for Restorative Justice Practitioners (Good Books, 2024) is a valuable resource for anyone seeking to build community and foster development of restorative justice knowledge and skills via online platforms. The games and activities included support building relationships, introducing the restorative justice philosophy, practicing key skills, and understanding and addressing structural and racial injustices. More resources are available at this website.
Kathleen McGoeyis a trainer and facilitator of restorative justice practices and conflict transformation. With a background leading restorative justice implementation in communities and schools, she currently supports cities, workplaces, and families to utilize restorative approaches to address incidents of harm. This is Kathleen's third publication since completing an MA in International Peace and Conflict Studies at the University of Innsbruck, Austria. She lives in Colorado.
Lindsey Pointer is an assistant professor at Vermont Law and Graduate School and principal investigator for the National Center on Restorative Justice. In addition to The Little Book of Restorative Teaching Tools, Lindsey is the author of The Restorative Justice Ritual (2021) and Wally and Freya (2022), a children's picture book about restorative justice. Lindsey has a PhD in Restorative Justice from Victoria University of Wellington in New Zealand and is a former Fulbright and Rotary Global Grant recipient. She lives in Colorado.
Stephen Pimpare is Professor of Public Policy at Vermont Law and Graduate School.