INQ-110-C Restorative Justice: From Retribution and Punishment to Restoration and Reintegration
Roanoke College-Fall 2014
MWF (Block 1)-8:30-9:30 a.m.-Trout 207
To punish and destroy the oppressor is merely to initiate
a new cycle of violence and oppression. The only real
liberation is that which liberates both the oppressor
and the oppressed.
--Thomas Merton
Diane V. Brogan
Phone: 375-2472 (office)
992-5886 (home)
Email: dbrogan@roanoke.edu
Distrust all men in whom the impulse to punish is powerful.
--Friedrich Nietzsche
We forget that a person can be a person only in community.
--Parker Palmer
Office: Trout 205
Office Hours: MWF 10:50-noon and by appt.
Course Description
This course examines restorative justice, in theory and in practice, and contrasts its basic principles with the
concepts and application of retribution and punishment. From a global perspective, students will examine
the historical and cultural contexts in which restoration, reintegration and peacemaking criminology are
utilized at various stages of criminal justice processing. Practices such as victim/offender conferencing,
family group conferencing and sentencing circles will be researched and critically evaluated. Course
material will provide students with the tools to debate the following critical questions: What does justice
mean? What is society’s role in responding to wrongdoing? Are restorative justice and retribution
mutually exclusive? How can the harm from wrongdoing most effectively be resolved? Can restorative
justice be effectively applied in large, more complex and individualistic societies? To address these
questions, we critically evaluate literature regarding efforts to utilize compensatory sanctions, collaborative
processes and consensual outcomes to repair the harm to victims, communities and offenders in the course
of offending behavior.
Intended Learning Outcomes
Students who successfully complete this course will be able to
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Read, discuss, and write about college-level academic texts and ideas.
Use a process of drafting to write papers that have clear theses, cogent argumentation, proper use
of evidence, effective organization, and a minimum of sentence-level errors.
Use library and other resources to find, evaluate, and synthesize information from multiple sources
and use this information in support of a research question.
Demonstrate the ability to apply critical thinking and reading skills
Identify the principles of restorative justice in theory and in their application
Compare and contrast restorative justice with the philosophical aims of punishment and retribution
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Compare and contrast the use of restorative justice principles in the United States with use in other
cultures
Articulate the goals of justice, argue what the goals should be and evaluate the effectiveness of
attaining these goals through traditional means
Required Reading
Hacker, Diana. 2012. A Writer’s Reference, 7th ed. Boston: Bedford/St. Martin’s.
Shichor, David. 2006. The Meaning and Nature of Punishment. Long Grove, Illinois: Waveland Press.
Van Ness, Daniel W. and Karen Heetderks Strong. 2006. Restoring Justice: An Introduction to Restorative
Justice. 3rd ed. Anderson Publishing. (If you can only locate the 4th edition of this text, let me know).
Zehr, Howard. 2002. The Little Book of Restorative Justice. Intercourse, PA: Good Books.
Students will also be required to read “Toward a Theoretical Model of Peacemaking Criminology: An Essay
in Honor of Richard Quinney” by John Wozniak and “The Effectiveness of Restorative Justice Practices: A
Meta-Analysis” by Jeff Latimer both of which will be made available to students by placement in the
Sociology Department Library on the first floor of Trout Hall. Students will also be required to read
“Restorative Justice as a Third School of Criminology” by Stan Basler and “Assault on a Safeway Manager”
by Tom Cavanagh. These last two articles are available electronically.
Course Format and Policies
Class meetings will consist primarily of guided class discussion. All students are expected to participate in
class discussions and exercises in order to more fully and critically examine and apply course material as will
peer review of some writing. In-class reflective writing regarding videos and/or special topics will also be
integrated in order to meet course objectives as will possible peer review of some writing assignments.
Students are required to do the assigned reading for each class prior to attending that class.
Regular class attendance is expected of all students; therefore, attendance will be taken and recorded.
Each student is allowed two absences for whatever reason—illness, sporting event, lack of interest in class
that day, etc. Each student is responsible for deciding between difficult choices of whether to attend class
versus some other pressing event. Students are advised not to buy airline tickets or make other
commitments with the intent of negotiating with the instructor. Since attendance is viewed as a critical
component of the student’s responsibility in this course, each absence after two will result in a loss of 5
points from the final exam grade.
Make-up examinations will only be given for the most extenuating circumstances (such as continuing coma)
which involve a written medical excuse or other written documentation subject to the instructor’s
evaluation. Again, students are advised not to buy airline tickets or make other commitments with the hope
that a make-up or early exam will be given. Exams will not be scheduled for your individual convenience.
Students are kindly requested to submit all papers in this course printed on both sides of the paper=reduce,
reuse, recycle!
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Evaluation Criteria and Grading System
Writing Assignments
There will be several (at least three) writing assignments throughout this course totaling about 20 pages.
Specific guidance, instruction, topic areas and due dates (including drafting processes) will be provided for
each. Students are expected to incorporate and synthesize professional research articles, as appropriate,
in their work. Some of these assignments will involve a draft, revision and a final form. Some will also
involve presentation to the class and critique by peers. A library session and class instruction will provide
skills and direction in this area. Students are encouraged to seek the assistance of the Writing Center as
well.
The final written form of the assignments will be submitted to Turnitin by the class session they are due to
the instructor but the first drafts will not. Each assignment is worth 100 points and the average of all the
grades will constitute 40% of the final course grade. Each will be graded based on content, quality of
research and argument, grammar and structure, proper referencing as well as timeliness of being
submitted to your class peers (if peer review required), your instructor and Turnitin. The grade will also
include any presentation of the material to the class.
Informal Writing Assignments
Students will produce several short “free writes” during the semester which may require reflection on a
video segment, a speaker or a portion of course material. These assignments will earn students extra credit
which will be applied to the final exam grade.
Research Paper
Each student will prepare a research paper (10-12 pages) and will present major findings to the class.
Students should begin the research process early in the semester so that we may review and revise papers
as needed. Instructor conferences are encouraged. Drafting and revision will be required. Specific
guidance, direction and paper requirements including due date will be provided in written form.
The paper is worth 100 points and constitutes 25% of the final course grade. It will be graded based on
content, quality of research, grammar and structure, proper referencing as well as timeliness of being
submitted to your instructor and Turnitin. The final form of the paper is to be submitted to Turnitin by the
class session it is due to the instructor.
Peer Reviews
Collaborative learning processes are instructive and enhancing for all. We tend to write more effectively
and communicate more specifically with practice. Therefore, this course may require students to review
and reflect on the work of others both verbally and in writing using a specific form to direct the process of
critique.
Students will be evaluated on the quality of their comments to others as well as their
presentation of their own work and this evaluation will be considered in assignment of the class
participation grade described below. No one will be required to incorporate the comments in their papers.
Students are only required to listen and consider that feedback. Failure to be in class on the day of a peer
review will count against your participation grade.
Class Participation
Each student will be evaluated and assigned a subjective grade by the instructor for his/her class
participation. This grade, from a possible 100 points, will constitute 10% of the final course grade.
Evaluations of class participation will be based primarily on the quality of the questions asked and
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answered regarding course material by the student both in exchange with the instructor and other
students. Quantity of comments will never outweigh quality of analysis, critique and thought.
Final Exam
The final exam will be cumulative, will include short answer and essay questions and will constitute 25% of
the final course grade.
Grading Scale:
100 to 90 = A
89 to 80 = B
79 to 70 = C
69 to 60 = D
below 60 = F
(91 to 90 = A-)
(89 to 88 = B+) (81 to 80 = B-)
(79 to 78 = C+) (71 to 70 = C-)
(69 to 68 = D+) (61 to 60 = D-)
Any work submitted late (meaning after the class session for which it is due) will receive a loss of 10 points
per day for each day it is late. Work not submitted to Turnitin by the due date will receive a failing grade.
Academic Integrity
All students are expected to be familiar with and adhere to all of the policies outlined in Academic Integrity
at Roanoke College. All necessary steps will be taken to enforce these policies in an effort to guarantee
fairness for all students and to uphold the values embodied by this honor system. Any exceptions with
regard to specific written or oral assignments will be discussed in class. Students should be diligent in their
efforts to document sources used in all researched projects. Resources defining plagiarism are available
and any students with questions should see the instructor. ALL PAPERS ARE TO BE SUBMITTED TO
TURNITIN BY THE DATE AND CLASS PERIOD THEY ARE DUE.
No active beepers, cell phones or other electronic devices are allowed during class meetings. Even the
appearance of impropriety must be avoided and will not be tolerated.
Special Accommodations
If you are on record with the College’s Special Services as having special academic or physical needs
requiring accommodations, please meet with me during my regular office hours as soon as possible. We
need to discuss your accommodations before they can be implemented. Also, please note that
arrangements for extended time on exams and testing in a semi-private setting must be made by you with
me at least one week before EVERY exam. TESTS IN THIS COURSE ARE DESIGNED TO BE TAKEN DURING THE
LENGTH OF TIME ALLOTTED FOR THE CLASS PERIOD. NO ADDITIONAL TESTING TIME WILL BE GIVEN
WITHOUT A SPECIFIC STATEMENT OF ACCOMMODATIONS AS DESCRIBED IN THIS SECTION. If you believe
you are eligible for accommodations but have not yet formally contacted Special Services, please call 3752249 or drop by the Center for Learning and Teaching in Fintel Library.
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Tentative Course Outline and Assignments
(The number after the author’s name refers to the Chapter in that author’s book)
Date
Topics
8/27 (W)
Intro to Class, Academic Integrity, Hacker Handbook-Writing
as a Process
Overview of Restorative Justice-needs vs deserts, healing as
an outcome measure
Discussion of current Criminal Justice System
Classical and Positivist Schools of Criminology
Library Session with Piper Cumbo-Using Resources
Effectively
Might RJ be a Third School of Criminology?
What is Justice?
Discussion of RJ with BP/Gulf Oil Spill
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Why We Punish-formal/informal social control
Emergence of a New Vision
Cultural, Social & Symbolic Aspects of Law & Punishment
Theories & Justification of Punishment
Is Retribution a Legitimate Function?
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Visit by Scott Couchman-Study Abroad
Recent Trends in Penal Practices-What Implications for RJ?
Special Issues in Punishment-Mandatory Sentencing,
Alternative Courts-How Measure Effectiveness?
History of RJ-Social & Cultural Contexts
Justice that Heals-Restorative Principles
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RJ Practices
How is Restorative Justice Done? Mediation, Sentencing
Circles
Case Study: Assault on a Safeway Manager
Speaker-Dean Brian Chisom
Speaker-Donna Chewning, RJ Coordinator
NO CLASSES-FALL BREAK
NO CLASSES-FALL BREAK
NO CLASSES-FALL BREAK
Video-Death & The Maiden
8/29 (F)
9/1 (M)
9/3 (W)
9/5 (F)
9/8 (M)
9/10 (W)
9/12 (F)
9/15 (M)
9/17 (W)
9/19 (F)
9/22 (M)
9/24 (W)
9/26 (F)
9/29 (M)
10/1 (W)
10/3 (F)
10/6 (M)
10/8 (W)
10/10 (F)
10/13 (M)
10/15 (W)
10/17 (F)
10/20 (M)
Student’s Responsibility (what you
should have read or done by this
class session)
Zehr 1
Basler article
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Shichor 1
Van Ness 1
Shichor 2
Shichor 3
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Shichor 4
Shichor 11
Van Ness 2 & 3
Zehr 2
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Zehr 3
Van Ness 4
Cavanagh article
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Date
Topics
10/22 (W)
10/24 (F)
10/27 (M)
10/29 (W)
Finish video-Reaction Paper
Review Reaction Papers-Discuss RJ Principles
How is Restorative Justice Done? Making Amends
Reintegration and Victim Inclusion as Goals-Contrast with
Current Practices
(Final Paper topic due for approval by this date)
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Video-Beyond Conviction
Finish Video-Reaction Paper
Discuss video & paper
Making RJ Happen in Contemporary Criminal Justice
Assessing “Restorativeness”
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Peer Review of Research Papers-bring your draft
Student Presentations of Research Paper
Student Presentations of Research Paper
Student Presentations of Research Paper
NO CLASSES-THANSKGIVING BREAK
NO CLASSES-THANSKGIVING BREAK
Peacemaking Criminology
Final draft of research paper due
Specific Critical Issues in RJ
Course Conclusion-Last Day of Classes
FINAL EXAM 8:30-11:30
10/31 (F)
11/3 (M)
11/5 (W)
11/7 (F)
11/10 (M)
11/12 (W)
11/14 (F)
11/17 (M)
11/19 (W)
11/21 (F)
11/24 (M)
11/26 (W)
11/28 (F)
12/1 (M)
12/3 (W)
12/5 (F)
12/12 (F)
Student’s Responsibility (what you
should have read or done by this
class session)
Van Ness 5
Van Ness 6 & 7
Latimer article
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Van Ness 8 & 9
Zehr 4
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Wozniak article
Van Ness Part 4
***All conditions of the syllabus are subject to modification with adequate notice to students***
Rev. 5/22/14
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