Justice on Both Sides - Winn, Maisha T.
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Justice on Both Sides provides an urgent, comprehensive account of restorative justice and how contemporary schools can implement effective restorative practices to address inequalities associated with race, class, and gender. Maisha T. Winn argues for restorative justice as a crucial answer, at least in part, to the unequal practices and opportunities in American schools. "Justice on Both Sides is a powerful book that makes the case for why restorative justice approaches in schools can make transformative changes for young people. Winn's extensive skills as a researcher, teacher, and teacher…mehr

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Produktbeschreibung
Justice on Both Sides provides an urgent, comprehensive account of restorative justice and how contemporary schools can implement effective restorative practices to address inequalities associated with race, class, and gender. Maisha T. Winn argues for restorative justice as a crucial answer, at least in part, to the unequal practices and opportunities in American schools. "Justice on Both Sides is a powerful book that makes the case for why restorative justice approaches in schools can make transformative changes for young people. Winn's extensive skills as a researcher, teacher, and teacher educator shine through in this sobering yet hopeful call for restoring justice in our schools and communities." > "This is the book the restorative justice field has been waiting for--one that centers on race and equity in the creation of restorative schools. Winn's writing weaves youth and adult voices into interdependent teachings on respectful, caring relationships and the positive learning environments they can produce." > "Justice on Both Sides offers a generative examination of the impact, complexities, and challenges of restorative justice practices in education. Winn's vision illustrates how these practices speak not just to the student, but to the school as a community and to our ability to socialize youth as active citizens in a democracy." > "Winn writes with sensitivity and care about the complex work of restorative justice through education. She takes readers inside the challenges and promise of collective efforts to transform school practice, and invites readers to join the struggle." >Maisha T. Winn is the Chancellor's Leadership Professor in the School of Education at the University of California, Davis, and codirector of the Transformative Justice in Education Center. H. Richard Milner IV is the Helen Faison Professor of Urban Education and director of the Center for Urban Education at the University of Pittsburgh, as well as the editor for the Race and Education Series.
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Autorenporträt
Maisha T. Winn is the associate dean and Chancellor's Leadership Professor in the School of Education at the University of California, Davis, where she cofounded and codirects the Transformative Justice in Education (TJE) Center. Much of Professor Winn's early scholarship examines how young people create literate identities through performing literacy and how teachers who are "practitioners of the craft" serve as "soul models" to emerging writers. Winn served as the Jeannette K. Watson Distinguished Visiting Professor in the Humanities at Syracuse University (2019-20). She is the author of several books including Writing in Rhythm: Spoken Word Poetry in Urban Schools, Black Literate Lives: Historical and Contemporary Perspectives (both published under maiden name, Fisher); Girl Time: Literacy, Justice, and the School-to-Prison Pipeline; coeditor of Humanizing Research: Decolonizing Qualitative Research (with Django Paris); Justice on Both Sides: Transforming Education Through Restorative Justice (Harvard Education Press), and Restorative Justice in the English Language Arts Classroom (with Hannah Graham and Rita Alfred). She is also the author of numerous articles in peer-reviewed journals, including Review of Research in Education; Anthropology and Education Quarterly; International Journal of Qualitative Studies in Education; Race, Ethnicity and Education ; Research in the Teaching of English; and Harvard Educational Review.