Restorative Practice Resources Tagged With: funding

'The important role of justice in energy transition technologies has been a topic of increasing interest in recent years. However, key questions remain about how inequities influence energy transition innovations (ETIs) from their design to their widespread use, which ETIs receive more funding, and who controls ETI research, prototyping and deployment. Here we propose a framework to centre justice in energy transition innovations (CJI) and examine how three tenets of justice (recognition, procedural and distributional justice) influence each level of ETI, including niche, regime and landscape levels. We examine wind energy in Mexico and multiple ETIs in Los Angeles as use cases to show how our CJI framework can help reveal the specific inequities undermining just energy transitions at crucial analytical levels of ETI in practice. Our CJI framework offers a path for promoters, practitioners and underserved communities to target the problems these groups face and create ETIs that better address their specific aspirations, needs and circumstances.'

Justice is increasingly recognized as a core proposition for energy transitions, but questions remain about how it manifests in energy transition innovations. This Perspective introduces a framework for centring justice consideration in these innovations across levels, illustrating its use through t...

'The important role of justice in energy transition technologies has been a topic of increasing interest in recent years. However, key questions remain about how inequities influence energy transition innovations (ETIs) from their design to their widespread use, which ETIs receive more funding, and who controls ETI research, prototyping and deployment. Here we propose a framework to centre justice in energy transition innovations (CJI) and examine how three tenets of justice (recognition, procedural and distributional justice) influence each level of ETI, including niche, regime and landscape levels. We examine wind energy in Mexico and multiple ETIs in Los Angeles as use cases to show how our CJI framework can help reveal the specific inequities undermining just energy transitions at crucial analytical levels of ETI in practice. Our CJI framework offers a path for promoters, practitioners and underserved communities to target the problems these groups face and create ETIs that better address their specific aspirations, needs and circumstances.'

https://www.nature.com/articles/s41560-023-01351-3

'The important role of justice in energy transition technologies has been a topic of increasing interest in recent years. However, key questions remain about how inequities influence energy transition innovations (ETIs) from their design to their widespread use, which ETIs receive more funding, and who controls ETI research, prototyping and deployment. Here we propose a framework to centre justice in energy transition innovations (CJI) and examine how three tenets of justice (recognition, procedural and distributional justice) influence each level of ETI, including niche, regime and landscape levels. We examine wind energy in Mexico and multiple ETIs in Los Angeles as use cases to show how our CJI framework can help reveal the specific inequities undermining just energy transitions at crucial analytical levels of ETI in practice. Our CJI framework offers a path for promoters, practitioners and underserved communities to target the problems these groups face and create ETIs that better address their specific aspirations, needs and circumstances.'

Justice is increasingly recognized as a core proposition for energy transitions, but questions remain about how it manifests in energy transition innovations. This Perspective introduces a framework for centring justice consideration in these innovations across levels, illustrating its use through t...

'Our school did its best. We did some of the things necessary for restorative justice: We made space for intentional discourse, asked students to fill out reflection sheets during interventions, and limited suspensions and expulsions. However, our administrators and staff had little to no formal training in how to lead restorative conversations. We didn't have alternative suspension placements and activities, nor did we have the outside partnerships, therapy services, or funding associated with comprehensive and effective restorative justice systems. Students would get away with both minor infractions and more severe misbehavior, which eventually threatened the overall safety of our school. More crucially, the needs of these students were not being met.'