Teaching for Transformation...
The Why: IDG values the myriad of ways restorative processes can and do occur. However, direct encounters between victims and offenders are not always possible, nor are they always appropriate. It is important to expand our definition and practice of restorative justice to include a wider scope of interventions, least restorative justice become narrowed to only mean implemented and programatized direct encounters, rather than a meaningful paradigm of socio-cultural and institutional change.
IDG focuses its mission on helping provide a safe space for inmates to explore more deeply, the root causes of their harm doing (through a variety of personal and critical social contexts) as a means for developing higher levels of personal accountability, empathy, and awareness. We also offer practical skill building in the areas of restorative justice philosophy, nonviolent communication, empathy, and critical consciousness to better prepare them for a direct victim offender encounter, if one should ever occur.
Restorative Justice Direct Encounters require a certain level of personal and emotional readiness for all parties involved. Many offenders (and even victims and survivors) are not always at a stage of personal consciousness development or emotional readiness, where the high standards of a genuine restorative a process can truly be met. Placing people in a direct encounter can be harmful, especially if offenders are not yet ready to take full accountability for their actions, or able to offer a deeper level of understanding of the impacts their harms have had upon their victims. Restorative justice capacity building is a necessary prerequisite for reducing the chances of a direct encounter gone awry. It is also another route on the roadway of restorative justice, beyond encounter.
The How:
Transformative Learning
IDG is a restorative justice capacity building program. From a transformational learning perspective, there are stages of human consciousness development. Higher levels of human awareness emerge under certain learning conditions. IDG integrates and utilizes principles of Transformative Learning Theory and Critical Liberation Psychology. First developed by Jack Mezirow, the Transformational Learning Theory is described as being “-constructivist, an educational and developmental orientation which holds that the way learners interpret and reinterpret their sense experience is, central to making meaning and hence learning” (Mezirow, 1991). The theory has two basic kinds of learning: instrumental and communicative learning. Instrumental learning focuses on learning through task-oriented problem solving and determination of cause and effect relationships. Communicative learning involves how individuals communicate their feelings, needs and desires.
Meaning structures (perspectives, schemes and narratives) are a major component of the theory. A meaning scheme, or narrative can be best understood as the foundational concept, belief, judgment, and feelings that shapes a particular interpretation (Cranton, 1994, 223). These meaning structures are understood, developed, reinforced, or challenged through a process of critical reflection. Through critical reflection, individuals are able to understand themselves more and thus begin to understand their own learning process better. In Transformational Learning there are several phases (not all linear) of personal transformation:
IDG focuses its mission on helping provide a safe space for inmates to explore more deeply, the root causes of their harm doing (through a variety of personal and critical social contexts) as a means for developing higher levels of personal accountability, empathy, and awareness. We also offer practical skill building in the areas of restorative justice philosophy, nonviolent communication, empathy, and critical consciousness to better prepare them for a direct victim offender encounter, if one should ever occur.
Restorative Justice Direct Encounters require a certain level of personal and emotional readiness for all parties involved. Many offenders (and even victims and survivors) are not always at a stage of personal consciousness development or emotional readiness, where the high standards of a genuine restorative a process can truly be met. Placing people in a direct encounter can be harmful, especially if offenders are not yet ready to take full accountability for their actions, or able to offer a deeper level of understanding of the impacts their harms have had upon their victims. Restorative justice capacity building is a necessary prerequisite for reducing the chances of a direct encounter gone awry. It is also another route on the roadway of restorative justice, beyond encounter.
The How:
Transformative Learning
IDG is a restorative justice capacity building program. From a transformational learning perspective, there are stages of human consciousness development. Higher levels of human awareness emerge under certain learning conditions. IDG integrates and utilizes principles of Transformative Learning Theory and Critical Liberation Psychology. First developed by Jack Mezirow, the Transformational Learning Theory is described as being “-constructivist, an educational and developmental orientation which holds that the way learners interpret and reinterpret their sense experience is, central to making meaning and hence learning” (Mezirow, 1991). The theory has two basic kinds of learning: instrumental and communicative learning. Instrumental learning focuses on learning through task-oriented problem solving and determination of cause and effect relationships. Communicative learning involves how individuals communicate their feelings, needs and desires.
Meaning structures (perspectives, schemes and narratives) are a major component of the theory. A meaning scheme, or narrative can be best understood as the foundational concept, belief, judgment, and feelings that shapes a particular interpretation (Cranton, 1994, 223). These meaning structures are understood, developed, reinforced, or challenged through a process of critical reflection. Through critical reflection, individuals are able to understand themselves more and thus begin to understand their own learning process better. In Transformational Learning there are several phases (not all linear) of personal transformation:
Cranton, P. (1994). Understanding and Promoting Transformative Learning: A Guide for Educators of Adults. San Francisco , CA : Jossey-Bass
Mezirow, J. (1991). Transformative Dimensions of Adult Learning. San Francisco , CA: Jossey-Bass.
Mezirow, J. (2000). Learning as Transformation: Critical Perspectives on a Theory in Progress. San Francisco: Jossey Bass.
Critical Liberation Psychology
Emerging out of Latin America in the 1970’s, liberation psychology or liberation social psychology is an approach to psychology that aims to actively understand the psychology of oppressed and impoverished communities by conceptually and practically addressing the oppressive sociopolitical structure in which they exist. It takes on the perspective of the oppressed, and acknowledges that much of what we think we know about psychology has been written and defined by those in positions of power and privilege to do so. As a result, psychology has become a platform for reinforcing and perpetuating oppression, rather than a tool for liberation from it.
To ignore the greater socio-political context from which crime emerges is to do an injustice to the paradigm of restorative justice. The United States has one of the highest incarceration rates in the world, and an overwhelming amount of those incarcerated are disproportionately poor, minorities and/or people of color. If meaningful criminal justice and prison reforms are to occur, a critical consciousness must be raised around issues of colonialism, racism, economic oppression, gender discrimination, power and privilege. Furthermore we must critically challenge the over pathologizing of criminal behavior and the relegation of it as deviant personalities, and/or something outside of historical, social, and political contexts.
It is for this reason IDG also integrates principles and processes of critical liberation psychology. We do this as a means for promoting higher levels of awareness around these issues, and to understand more deeply their role in the generating of harmful behavior (both in society and inside prisons). In IDG, issues of socio-economic oppression can be brought out in to the light of day as a means for addressing the root causes of harms, and empowerment for change fostered.
The What: IDG uses a tiered approach to transformational learning. We offer a 33-week (dialectical) philosophical and skills building course grounded which serves as our entry point into other parts of the program. Since we are an all-volunteer run program, the number of offerings available in a given year will often depend on our volunteer availability and capacity. In addition to our 33-week RJ program, we also have a Collective Ecology class integrating the principles of restorative justice, ecopyschology, and sustainability education. We also offer a grief group, life coaching, and another 33-week RJ class designed specifically for offenders who committed their crimes as youth.
Mezirow, J. (1991). Transformative Dimensions of Adult Learning. San Francisco , CA: Jossey-Bass.
Mezirow, J. (2000). Learning as Transformation: Critical Perspectives on a Theory in Progress. San Francisco: Jossey Bass.
Critical Liberation Psychology
Emerging out of Latin America in the 1970’s, liberation psychology or liberation social psychology is an approach to psychology that aims to actively understand the psychology of oppressed and impoverished communities by conceptually and practically addressing the oppressive sociopolitical structure in which they exist. It takes on the perspective of the oppressed, and acknowledges that much of what we think we know about psychology has been written and defined by those in positions of power and privilege to do so. As a result, psychology has become a platform for reinforcing and perpetuating oppression, rather than a tool for liberation from it.
To ignore the greater socio-political context from which crime emerges is to do an injustice to the paradigm of restorative justice. The United States has one of the highest incarceration rates in the world, and an overwhelming amount of those incarcerated are disproportionately poor, minorities and/or people of color. If meaningful criminal justice and prison reforms are to occur, a critical consciousness must be raised around issues of colonialism, racism, economic oppression, gender discrimination, power and privilege. Furthermore we must critically challenge the over pathologizing of criminal behavior and the relegation of it as deviant personalities, and/or something outside of historical, social, and political contexts.
It is for this reason IDG also integrates principles and processes of critical liberation psychology. We do this as a means for promoting higher levels of awareness around these issues, and to understand more deeply their role in the generating of harmful behavior (both in society and inside prisons). In IDG, issues of socio-economic oppression can be brought out in to the light of day as a means for addressing the root causes of harms, and empowerment for change fostered.
The What: IDG uses a tiered approach to transformational learning. We offer a 33-week (dialectical) philosophical and skills building course grounded which serves as our entry point into other parts of the program. Since we are an all-volunteer run program, the number of offerings available in a given year will often depend on our volunteer availability and capacity. In addition to our 33-week RJ program, we also have a Collective Ecology class integrating the principles of restorative justice, ecopyschology, and sustainability education. We also offer a grief group, life coaching, and another 33-week RJ class designed specifically for offenders who committed their crimes as youth.
