Athena Berdis

This article by Masahiro Suzuki delves into the contemporary discussions surrounding restorative justice. Suzuki provides a comprehensive analysis of the concept, definition, and practical implications of restorative justice. The article critically examines the various perspectives within the field, highlighting the tensions and debates that exist among scholars and practitioners. Suzuki speaks to the two distinct definitions of restorative justice, these being purist and maximalist. Purist RJ refers to the problem-solving approach of justice and reparation, although Suzuki does mention that this form of RJ may be too voluntary for the perpetrator and may be too broad for any one specific outcome. On the other hand, the maximalist perspective offers an alternative to the purist and does so through acknowledging that we must work within some degree of the punitive system that currently exists. This meaning that conventional justice could become restorative if the justice administered seeks to repair the harm caused. Suzuki's work contributes to a deeper understanding of restorative justice by exploring its theoretical underpinnings and its application in real-world contexts. The article serves as a valuable resource for scholars, policymakers, and practitioners interested in the ongoing dialogue surrounding restorative justice.

Heather Wolpert-Gawron introduces the concept of restorative justice in education, emphasizing its role in facilitating reconciliation and healing in the school community. She explains that restorative justice involves offenders taking ownership of their actions, making amends to those affected, and engaging the community in the resolution process. Contrary to a common misconception, restorative justice is not a replacement for harsh consequences but rather a precursor to them, emphasizing accountability and community involvement. The article provides a clear and accessible explanation of restorative justice principles, highlighting its potential effectiveness in fostering a stronger sense of community in schools. Wolpert-Gawron effectively challenges misconceptions surrounding restorative justice and underscores its importance in guiding disciplinary practices with empathy and compassion. However, the article could benefit from more concrete examples to illustrate the implementation of restorative justice in educational settings.