Abstract
This article shares the experiences of seven peers from a university course on Restorative Justice (RJ). The authors describe their use of Circle as a pedagogical tool that created a learning environment which eroded traditional hierarchy, promoted open communication and togetherness, and challenged carceral logic(s). Their course readings and discussions built opportunities for members of the class—each coming from different backgrounds and spaces of understanding—to grow and find ways to be in community that did not rely on shame and punishment. Though the authors ended their experience in different places of understanding and commitment to abolitionist principles, they felt a sense of unity that allowed them to conceptualize “a Better World.”
Recommended Citation
Connor, Morgan; Jasmine, Daniel; Kennedy, Jerry; Price, Taylor Morganne'; Provost, Adrianna; Rigoroso, Nicole; and Beck, Elizabeth L.
(2025)
"Restorative Justice Circles as Pedagogy: Enacting Abolitionist Values and Practices,"
Feminist Pedagogy: Vol. 6:
Iss.
4, Article 12.
Available at:
https://digitalcommons.calpoly.edu/feministpedagogy/vol6/iss4/12