Restorative Justice: Reflections on Theory and Practice from within the Nova Scotia Community University Research Alliance
Bibliographic record
Abstract
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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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.011 | 0.011 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.010 | 0.001 |
| Scholarly communication | 0.001 | 0.002 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.004 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".