title: "I wonder if we should even be doing it at all": An exploratory study of Family Violence Restorative Justice in cases of intimate partner violence

authors: Redman, Kelly Adelle

subjects: Family Violence Restorative Justice

abstract: The introduction of Restorative Justice as an adjunct to the criminal justice system is often seen as a progressive step, but its extension to cases of intimate partner violence is more controversial. Internationally, feminist academics have presented concerns related to the use of power and control within violent relationships, and how the dynamics of such relationships are inevitably re-enacted within Restorative Justice processes, potentially endangering women and denying them justice. This study was conducted in New Zealand to explore key informants’ perspectives of the use of Restorative Justice in cases of intimate partner violence. Semi-structured interviews were used to canvas women’s safety before, during, and after a Family Violence Restorative Justice conference.

The findings of this research mirror international arguments against the use of Restorative Justice in cases of intimate partner violence. Concerns were largely related to the psychological harm an abusive relationship imposes on women, and how this restricts a woman’s ability to be an active participant in a conference. Most of my key informants had significant concerns about the way Family Violence Restorative Justice is currently practiced and expressed serious doubts about whether this initiative should be continued.

text: "I wonder if we should even be doing it at all": An exploratory study of Family Violence Restorative Justice in cases of intimate partner violence The introduction of Restorative Justice as an adjunct to the criminal justice system is often seen as a progressive step, but its extension to cases of intimate partner violence is more controversial. Internationally, feminist academics have presented concerns related to the use of power and control within violent relationships, and how the dynamics of such relationships are inevitably re-enacted within Restorative Justice processes, potentially endangering women and denying them justice. This study was conducted in New Zealand to explore key informants’ perspectives of the use of Restorative Justice in cases of intimate partner violence. Semi-structured interviews were used to canvas women’s safety before, during, and after a Family Violence Restorative Justice conference.

The findings of this research mirror international arguments against the use of Restorative Justice in cases of intimate partner violence. Concerns were largely related to the psychological harm an abusive relationship imposes on women, and how this restricts a woman’s ability to be an active participant in a conference. Most of my key informants had significant concerns about the way Family Violence Restorative Justice is currently practiced and expressed serious doubts about whether this initiative should be continued.

year: 2019

title: Discovering your personality: A group exercise in personal sensemaking

authors: Anderson, Marc Howard

subjects: personality

abstract: Personality affects a wide variety of issues in organizational behavior, human resource management, and strategic management. Instructors teaching personality often have students take personality tests and then give them their scores. This passive approach to giving test feedback suffers from several weaknesses dealing with distinct perceptual biases. The author presents an experiential group exercise that helps overcome these problems and that has a broad range of applications in management and social science courses that discuss personality.

text: Discovering your personality: A group exercise in personal sensemaking Personality affects a wide variety of issues in organizational behavior, human resource management, and strategic management. Instructors teaching personality often have students take personality tests and then give them their scores. This passive approach to giving test feedback suffers from several weaknesses dealing with distinct perceptual biases. The author presents an experiential group exercise that helps overcome these problems and that has a broad range of applications in management and social science courses that discuss personality.

year: 2008

title: Accommodating multiculturalism and biculturalism in Aotearoa New Zealand: implication for language education.

authors: May, Stephen

subjects: bilingual education

abstract: The field of language education in Aotearoa New Zealand, as elsewhere, has developed significantly since its early and almost exclusive focus on the acquisition of English literacy in schools. As the field has expanded, so too has the range of language education sectors addressed and the theoretical approaches and understandings employed in relation to language and literacy education. Both developments have resulted in a more coordinated literacy education policy - exemplified to date most clearly in the New Zealand Literacy Taskforce - and a more situated, less monolithic understanding of the widely different literacies available to learners. Despite these developments, however, one area still remains noticeably under-theorised and marginalized in relation to the ongoing development of language and literacy education policy in Aotearoa New Zealand - the place of second language learners within it. This paper explores this lacuna and the potential policy implications of addressing and integrating first and second language educational concerns within an evolving national literacy education policy. This has particular implications for the further development of bilingual education - both for Maori and, possibly, other minority groups - and for the related possibilities of multicultural education. It also requires a wider and clearer recognition of minority language education rights, as developed within both international law and political theory, in order to apply these rights appropriately to an Aotearoa New Zealand context which is currently witnessing rapid and extensive demographic (and linguistic) change.

text: Accommodating multiculturalism and biculturalism in Aotearoa New Zealand: implication for language education. The field of language education in Aotearoa New Zealand, as elsewhere, has developed significantly since its early and almost exclusive focus on the acquisition of English literacy in schools. As the field has expanded, so too has the range of language education sectors addressed and the theoretical approaches and understandings employed in relation to language and literacy education. Both developments have resulted in a more coordinated literacy education policy - exemplified to date most clearly in the New Zealand Literacy Taskforce - and a more situated, less monolithic understanding of the widely different literacies available to learners. Despite these developments, however, one area still remains noticeably under-theorised and marginalized in relation to the ongoing development of language and literacy education policy in Aotearoa New Zealand - the place of second language learners within it. This paper explores this lacuna and the potential policy implications of addressing and integrating first and second language educational concerns within an evolving national literacy education policy. This has particular implications for the further development of bilingual education - both for Maori and, possibly, other minority groups - and for the related possibilities of multicultural education. It also requires a wider and clearer recognition of minority language education rights, as developed within both international law and political theory, in order to apply these rights appropriately to an Aotearoa New Zealand context which is currently witnessing rapid and extensive demographic (and linguistic) change.

year: 2002