Restorative Justice: Reflections on Theory and Practice from within the Nova Scotia Community University Research Alliance
Notice bibliographique
Résumé
Dear Readers,This issue of the Dalhousie Law Journal features research from the Nova Scotia Restorative Community University Research Alliance (NSRJ-CURA) a collaborative research alliance involving community, government and university partners. Schulich School of Law at Dalhousie University has been the intellectual home for the NSRJ-CURA since 2006. NSRJ-CURA has focused on research related to the conceptualization and institutionalization of a restorative approach to justice. experience of Nova Scotia's restorative justice program which is among the world leaders in the area has served as a focal point and learning laboratory for this research.The NSRJ-CURA research is interdisciplinary, conceptual and empirical. Five interrelated themes have driven this research (i) translation of principles into practice; (ii) understanding the role of community; (iii) diversity and equity; (iv) gender; and (v) conceptualizing and measuring success. These themes intersected through a series of projects undertaken under the auspices of the NSRJ-CURA. results and insights of some of these projects are contained within this special feature of the journal. articles offer a glimpse of the breadth and depth of the work done within this collaborative research community that has developed through the NSRJ-CURA and continues to engage together to expand knowledge and understanding of a restorative approach and its implications for practice.Within the pages of this feature you are invited to imagine what counts as success for restorative justice grounded in an understanding of restorative justice as a relational theory. authors Llewellyn, Archibald, Clairmont and Crocker then consider the difference this starting point might make for what and how we measure success. Gordon Shotwell explores Buddhist ideas of the self and meditation in terms of how they might help one practice the relational approach of restorative justice. Audrey Barrett continues this theme of offering conceptual frames to help us reflect on restorative process and practice in her article, The Structure of Dialogue: Exploring Habermas' Discourse Theory to Explain the 'Magic' and Potential of Restorative Processes. These conceptual insights and reflections are helpful as Donald Clairmont and Ethan Kim share their research on the reception of restorative justice within Nova Scotia in their article, Getting Past the Gatekeepers: Reception of Restorative in the Nova Scotian Criminal System. Diane Crocker's article on The Effects of Regulated Discretion on Police Referrals to Restorative offers further insight based on the Nova Scotian experience. Michelle Williams offers a critical analysis of the challenge and possibilities of restorative justice theory and practice in her exploration of African Nova Scotian Restorative Justice. In a similar vein, important questions and challenges for the application of restorative justice are raised by Melanie Randall in her article Justice and Gendered Violence? From Vaguely Hostile Skeptic to Cautious Convert: Why Feminists Should Critically Engage with Restorative Approaches to Law. final article in the feature by Melanie Randall and Lori Haskell reveals both the need and the possibility for restorative processes to be trauma informed. …
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Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,011 | 0,011 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,010 | 0,001 |
| Communication savante | 0,001 | 0,002 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,004 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».