References
- Adamson, C. W., & Bailie, J. W. (2012). Education versus learning: Restorative practices in higher education. Journal of Transformative Education, 10(3), 139–156. doi:10.1177/1541344612463265
- Ahad-Legardy, B., & Poon, O. A. (2018). Difficult subjects: Insights and strategies for teaching about race, sexuality, and gender. Sterling, VA: Stylus Publishing, LLC.
- Barlow, M. H., & Barlow, D. E. (1995). Confronting ideologies of race and crime in the classroom: The power of history. Journal of Criminal Justice Education, 6(1), 105–122.
- Bugeja, M. (2021, August 25). Updating the trigger warning in contentious times. Inside Higher Ed. https://www.insidehighered.com/views/2021/08/25/why-trigger-warnings-are-needed-now-much-more-ever-opinion
- Bussu, A., Veloria, C. N., & Boyes-Watson, C. (2018). Studycircle: Promoting a restorative student community. Pedagogy and the Human Sciences, 6(1), 1–20.
- Cameron, K. A. (2002). A model of dialogue and conscientization: A pedagogical paradigm for justice. Journal of Criminal Justice Education, 13(1), 1–23. doi:10.1080/10511250200085301
- Carter, C. C. (2013). Restorative practices as formal and informal education. Journal of Peace Education, 10(1), 36–50. doi:10.1080/17400201.2012.721092
- Cooper, M. N., Updegrove, A. H., Barnaby, C. Y., Cho, A., Dixon, A., & Byrne, M. (2022). Faculty perspectives on teaching a race and crime course: A replication and expansion. Journal of Criminal Justice Education, 1–24. doi:10.1080/10511253.2022.2108862
- Crosby, D. B. (2012). Meeting the challenge: Teaching sensitive subject matter. Journal of Effective Teaching, 12(2), 91–104.
- Denshire, S. (2014). On auto-ethnography. Current Sociology, 62(6), 831–850. doi:10.1177/0011392114533339
- Ellis, C., Adams, T. E., & Bochner, A. P. (2011). Autoethnography: An overview. Historical Social Research/Historische Sozialforschung, 36, 273–290.
- Ellis, C. S., & Bochner, A. P. (2006). Analyzing analytic autoethnography: An autopsy. Journal of Contemporary Ethnography, 35(4), 429–449. doi:10.1177/0891241606286979
- Finch. (2017). The five key components of a restorative circle. Restorative TCS. https://restorativetcs.com/category/restorative-practices/
- Freire, P. (2005). Pedagogy of the oppressed. New York: The Continuum International Publishing Group Inc.
- Gabbidon, S. L., & Preston, P. (2003). Teaching race and crime: Perspectives from the classroom. Journal of Ethnicity in Criminal Justice, 1(3–4), 109–124. doi:10.1300/J222v01n03_06
- Grahame, K. M. (2004). Contesting diversity in the academy: Resistance to women of color teaching race, class, and gender. Race, Gender & Class, 11(3), 54–73.
- Gu, C.-J., & Crawford, C. (2022). The reimaging of criminal justice education: A preliminary study of students’ classroom experiences and perceptions of racial justice. Journal of Criminal Justice Education, 33(1), 1–22. doi:10.1080/10511253.2021.1946113
- Harbin, M. B., Thurber, A., & Bandy, J. (2019). Teaching race, racism, and racial justice: Pedagogical principles and classroom strategies for course instructors. Race and Pedagogy Journal: Teaching and Learning for Justice, 4(1), 1.
- Harlow, R. (2003). “Race doesn’t matter, but…”: The effect of race on professors’ experiences and emotion management in the undergraduate college classroom. Social Psychology Quarterly, 66(4), 348–363. doi:10.2307/1519834
- Hughes, S. A., & Pennington, J. L. (Eds.). (2017). Autoethnography: Introduction and overview. In Autoethnography. Process, Product, and Possibility for Critical Social Research (pp. 5–32). Thousand Oaks, CA: Sage.
- International Institute for Restorative Practices (IIRP). (n.d.). Proactive circles. iirp.edu. https://www.iirp.edu/images/pdf/Circle_Applications.pdf.
- Kehoe, M., Bourke-Taylor, H., & Broderick, D. (2018). Developing student social skills using restorative practices: A new framework called HEART. Social Psychology of Education, 21(1), 189–207. doi:10.1007/s11218-017-9402-1
- LaFree, G., & Russell, K. K. (1993). The argument for studying race and crime. Journal of Criminal Justice Education, 4(2), 273–289. doi:10.1080/10511259300086141
- Love, J. M., Gaynor, T. S., & Blessett, B. (2016). Facilitating difficult dialogues in the classroom: A pedagogical imperative. Administrative Theory & Praxis, 38(4), 227–233. doi: 10.1080/10841806.2016.1237839
- Lustick, H., Norton, C., Lopez, S. R., & Greene-Rooks, J. H. (2020). Restorative practices for empowerment: A social work lens. Children & Schools, 42(2), 89–97. doi:10.1093/cs/cdaa006
- Markowitz, M. W. (1997). Introducing “race consciousness” into criminal justice education: A pedagogical model. Journal of Criminal Justice Education, 8(2), 215–223. doi:10.1080/10511259700086311
- Méndez, M. (2013). Autoethnography as a research method: Advantages, limitations and criticisms. Colombian Applied Linguistics Journal, 15(2), 279–287. doi:10.14483/udistrital.jour.calj.2013.2.a09
- Miller, M. D. (2021). The impact of mentoring African Americans males during their undergraduate experience at predominantly White institutions [Unpublished master’s thesis dissertation]. Eastern Illinois University
- Miner, K. (2019, April 25). Restorative Justice was trauma-informed before trauma-informed was a thing. Circle Space Services. https://circle-space.org/2019/04/25/restorative-justice-was-trauma-informed-before-trauma-informed-was-a-thing/
- Ngunjiri, F. W., Hernandez, K.-A. C., & Chang, H. (2010). Living autoethnography: Connecting life and research. Journal of Research Practice, 6(1), 1–15.
- Pace, S. (2012). Writing the self into research: Using grounded theory analytic strategies in autoethnography. Text, 16(Special 13), 1–15. doi:10.52086/001c.31147
- Parker, C., & Bickmore, K. (2021). Complexity in restorative justice education circles: Power and privilege in voicing perspectives about sexual health, identities, and relationships. Journal of Moral Education, 50(4), 471–493. doi:10.1080/03057240.2020.1832451
- Pavlenko, A. (2007). Autobiographic narratives as data in applied linguistics. Applied Linguistics, 28(2), 163–188. doi:10.1093/applin/amm008
- Payne, B. K., & Gainey, R. R. (2000). Developing and dealing with controversial issues in criminal justice courses. Journal of Criminal Justice Education, 11(2), 313–325. doi:10.1080/10511250000084941
- Peck, M. S. (2010). The different drum: Community making and peace. New York: Simon and Schuster.
- Pentón Herrera, L. J., & McNair, R. L. (2021). Restorative and community-building practices as social justice for English learners. TESOL Journal, 12(1), e00523. doi:10.1002/tesj.523
- Pranis, K. (2005). The little book of circle processes: A new/old approach to peacebuilding. Pennsylvania: Good Books.
- Randall, M., & Haskell, L. (2013). Trauma-informed approaches to law: Why restorative justice must understand trauma and psychological coping. Dalhousie LJ, 36, 501.
- Richards, R. (2008). Writing the othered self: Autoethnography and the problem of objectification in writing about illness and disability. Qualitative Health Research, 18(12), 1717–1728. doi:10.1177/1049732308325866
- Ronai, C. R. (1995). Multiple reflections of child sex abuse: An argument for a layered account. Journal of Contemporary Ethnography, 23(4), 395–426. doi:10.1177/089124195023004001
- Shanahan, J. O., Ackley-Holbrook, E., Hall, E., Stewart, K., & Walkington, H. (2015). Ten salient practices of undergraduate research mentors: A review of the literature. Mentoring & Tutoring: Partnership in Learning, 23(5), 359–376. doi:10.1080/13611267.2015.1126162
- Stacey, M. (2018). Diversity course effectiveness among criminal justice students. Journal of Criminal Justice Education, 29(3), 436–455. doi:10.1080/10511253.2017.1409781
- Sue, D. W. (2016). Race talk and the conspiracy of silence: Understanding and facilitating difficult dialogues on race. Hoboken, NJ: John Wiley & Sons.
- Veloria, C. N., Bussu, A., & Murry, M. (2020). The transformative possibilities of restorative approaches to education. In Pica-Smith, Cinzia, Veloria, Carmen N., & Contini, Rina Manuela (Eds.), Intercultural Education: Critical Perspectives, Pedagogical Challenges, and Promising Practices, 298–320.
- Wachtel, T. (2016). Restorative practices continuum. Defining restorative. International Institute for Restorative Practices. https://www.iirp.edu/defining-restorative/restorative-practices-continuum.
- Wadhwa, A. (2015). Restorative justice in urban schools: Disrupting the school-to-prison pipeline. London: Routledge.
- Wahl, A.-M., Perez, E. T., Deegan, M. J., Sanchez, T. W., & Applegate, C. (2000). The controversial classroom: Institutional resources and pedagogical strategies for a race relations course. Teaching Sociology, 28(4), 316–332. doi:10.2307/1318582
- Weaver, R. R., & Qi, J. (2005). Classroom organization and participation: College students’ perceptions. Journal of Higher Education, 76(5), 570–601. doi:10.1353/jhe.2005.0038
- Williams, S. A., & Conyers, A. (2016). Race pedagogy: Faculty preparation matters. Administrative Theory & Praxis, 38(4), 234–250. doi:10.1080/10841806.2016.1239396
- Wilson, R. J., Abram, F. Y., & Anderson, J. (2010). Exploring a feminist-based empowerment model of community building. Qualitative Social Work, 9(4), 519–535. doi:10.1177/1473325009354227
- Wrighting, D. M., Dombach, J., Walker, M., Cook, J., Duncan, M., Ruiz, G. V., … Birren, B. (2021). Teaching undergraduates to communicate science, cultivate mentoring relationships, and navigate science culture. CBE Life Sciences Education, 20(3), ar31.
- Zehr, H. (1990). Changing lenses: A new focus for crime and justice. Harrisonburg, VA: Herald Press.