Re-envisioning Restorative Justice
I would first like us to rethink the term, “restorative justice”, for a moment. Instead of offenders and victims, let’s focus on the youth — An experience we’ve all had. Michael Matsuda, a school administrator and author of Restorative Justice through Restorative Circles, puts into perspective the impact of trauma on adolescence and what we can do to help shape their psyche. Matsuda’s work finds that there are three parties needed for a “restorative Circle” with three stages in the process used to identify and properly address the conflict. Claiming that the process completely changes the perspective and experience of all parties, even going as far to call it a “benefit that nurtures the Inherent Integrity of all those involved In the conflict.” Even with children the structure of restorative justice has greater impact than the century old tactic of discipline. When looking at restorative justice programs through different lens you begin to see how helpful of a service this is, not only for one class of people, but to everyone that has been a victim at one point in their life.
Since becoming interested in the criminal system I began easily spotting the corrupt process in which the outcomes were not only unjust, but often counterproductive. We live in a society that publicly punishes offenders, creating an atmosphere of retribution instead of an uplifting and freeing experience for the victim; the justice system was not built with the victims feelings in mind. I used to see Restorative Justice as an opportunity for offenders to identify and empathize with those that they’ve hurt but I’ve come to realize this type of reform can be implemented in many scenarios. When I came across Matsuda’s article on ProQuest, Restorative Justice through Restorative Circles, really opened up my eyes on the benefits of restorative justice being implemented in schools. The article states: “As research shows, student suspensions and expulsions often are connected to higher rates of future involvement with the criminal Justice system. This typically is labeled the school-prison pipeline, and It disproportionately Impacts students of color and students with disabilities.”, using Restorative Justice with youth creates an environment that allows kids to thoroughly understand why what they did was wrong. Conditioning starts young, when children learn that bad behavior warrants a punishment-oriented response that is what they expect to receive; so implementing this reformed way of thinking in adolescence should greatly impact their response to both actions and reactions later in life.
Matsuda seems to have mastered this process, breaking it down into three components: shared power, mutual understanding and self-responsibility within the conflict/community. The circles only involve those who have acted out, those directly impacted and the educated adult — all within a chosen systemic context to dialogue as equals. Which then creates a safe space while also “holding them [accused] accountable for harmful behaviors that arise from [past] trauma”; cohesively working on making a positive, helpful resolution. These restorative practices are far more significance than the punitive punishment ideology that has been ingrained in us; we can use these standards to nurture and grow a better, more empathetic society. When we give children these tools, they have something concrete to build on; they will certainly carry and implement this way of thinking into their adult lives.
Imposing restorative justice into schools seems to be the only efficient way to decrease the number of at risk youth and the latter effects of trauma on violence in adulthood. When Matsuda said “Restorative justice is a philosophy that recognizes that different approaches are needed In our criminal Justice and school disciplinary systems.”, it completely expanded my knowledge on how helpful this reformed way of thinking really is. Restorative Justice isn’t just for the individuals that have already done wrong, we can use it to catch at risk youth before they go down the wrong path.
References
Matsuda, Michael. “Restorative Justice through Restorative Circles.” School Administrator 76.2 (2019): 24. ProQuest. 14 Apr. 2019 .
