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    An instructional manual on restorative justice in schools from world-leading experts; this 'how to' guide offers guidance on the issues of carrying out restorative practices, including coping with day-to-day problems, and offers worksheets for practical daily use.

    Beginning with challenges to orthodox thinking about behaviour change, it goes on to describe a multitude of approaches to respond to minor incidents in school settings, then takes a close look at using restorative approaches to bullying, before it finally focuses on the formal end of the continuum (including conference preparation and facilitation).

    This book is reflective of the evolution of processes and responses from the most serious of incidents through to minor everyday issues, making this an essential resource for all school staff.

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    'Fleming is also sceptical of the benefits of legislative change to address the issue. But instead of an app she believes Australia should move towards a restorative justice model to address sexual assault matters.

    Restorative justice is not a new concept but it gained fresh relevance during the MeToo movement in the US. It can encompass a variety of survivor-led actions to repair the harm caused by a sexual assault, including sometimes bringing the accuser and the accused together “to discuss what happened, what needs to happen, and find a way of healing or reparations”.'

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    'From the streets of Minneapolis, the aboriginal lands of Australia, and the killing fields of Cambodia come the powerful stories of three people who had the courage to step out of the haunting, tragic darkness of the past, risking everything to reach the light of their own compassion. RISKING LIGHT is a thought-provoking documentary that explores resilience, and the painful process of moving from grief to compassion and forgiveness. Through the unforgettable stories of Mary Johnson, who grieves a murdered son; Debra Hocking, a victim of government-sanctioned genocide; and Kilong Ung, who survived the terror of the Khmer Rouge, RISKING LIGHT challenges us to examine our own beliefs about forgiveness and ask “What would the world look like if we could learn to forgive one another?”'

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    'Around this time, I was attending a principals’ conference and heard Adam Voigt (Real Schools) speak about this very issue. Adam’s philosophy is very much built around establishing and maintaining effective relationships in the school setting, not only student to student, but also student to teacher. A key part of this is encouraging students to actually understand the damage they may have done to their relationships with others, due to incorrect behaviour and to then help them through the process of being better at ‘getting it right’ i.e. restoring the relationship. This resonated strongly with me and shortly afterwards Yarra Hills Secondary College embarked on a partnership with Real Schools to start the process of creating a restorative environment and embedding it in school practices'

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    This page is an attempt to create a sampling of resources in the Restorative Practices field that are currently visible on the Internet and in Social Media that might in some way indicate, and eventually perhaps define, the conceptual and praxis territory of this field. The sample resources are collected together here, and in a well-specified process migrated into a database for the particular purpose of building up coverage of the field. The database is growing, and exists on a Vultr Server in Sydney Australia, and also captured regularly onto Amazon S3. There are currently (at 2 November 2019, 10am AEST) 362 records in the database, corresponding to 362 data items that can over time be presented in various ways. The current presentation is visible at:

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    'Discover the historical and theoretical development of restorative justice in several countries including Canada, Australia and New Zealand. In addition, in this course you will critically assess contemporary research on restorative justice to determine the extent to which restorative justice processes have a positive impact on participants and how to improve current practices.'

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    'This year’s IJRJ lecture will be on “The Indecent Demands of Accountability for Young People in Restorative Justice” by Dr William R. Wood (School of Criminology and Criminal Justice, Griffith University, Australia). It will be introduced by EFRJ founder Ivo Aertsen (editor-in chief) and chaired by Estelle Zinsstag (managing editor).'

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    'Keeping Them Connected: Restorative Justice in Schools in Australia and New Zealand – what progress? The traditional response of schools to school discipline is based on the retributive approach which has long characterised the criminal justice system. Research now indicates that this approach generally fails to satisfy the victim, the offender and the community. In the context of criminal offending, attention is increasingly being paid to the application of restorative practices. In New Zealand the restorative justice model has been operating since 1989 for youth offending and is now being implemented in the context of adult offending also. The Australian states and territories are following to varying degrees. Restorative practices move the focus from punishing the offender to requiring them to take responsibility for their actions. Because of this focus they are not seen as a ‘soft option’, and there are many indications of their success. Many schools are now applying this model to school discipline. A variety of different practices are being employed to keep young people in school and connected with the education process, while still not compromising school safety. This article explores the incorporation of restorative practices as alternative and proactive responses to behavioural problems within some Australian and New Zealand schools. The focus here is on particular restorative practices with the acknowledgement that there is a much wider picture which involves changes in school cultures to embrace, in a practical manner, principles of citizenship and democracy. This concept is the subject of significant research which is discussed by the author in a previous article.

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    'Sally Varnham, professor of law at the University of Technology Sydney, said there was emerging evidence that a “restorative justice” approach to youth crime was more effective than the “short, sharp shock” approach proposed by Senator Hanson. “Schools are introducing restorative practice also in Australia and New Zealand in an attempt to keep young people in schools, as there is such strong evidence of the ‘schoolyard (instead of) jail yard track’,” Dr Varnham said.'

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    'Newcastle is on a journey to becoming a restorative city. This began with a symposium in June 2018 where restorative initiatives and practices operating in the city that showed that a different, relational approach to conflict can have benefits across the community. This journey is continuing with the Newcastle as a Restorative City Initiative (NRC) represented by a broad cross section of community groups, including the university. NRC is working across key organisations in education, health, justice, business and social services to support and develop projects using restorative approaches to help solve problems.'