Transformative Learning through Restorative and Social Justice Education – Revised Edition
Chapter 1. Introduction: Program Design and Implementation
← x | 1 →·1·
Program Design and Implementation
I’m probably not the only one, but up until not that long ago, no one really saw me. No one got to know me. No one gave a crap who I was or what I was about. Anything. But, in the past year, I’ve met some of the most amazing people and I’ve connected with more people then I ever thought I would have. And I never thought I would trust to tell people the things that I have. Especially this group. It’s hard to talk about the things that hurt you most, but we talk about it and I finally feel that I’m not so alone. Everybody’s unique, but everybody’s so much the same. It’s nice to figure that out. To find that connection.
—HANNAH, WESTWARD BOUND SUMMER SCHOOL STUDENT, 2006
This student and 75 (rather than 28) others, whose names have been changed to honor privacy, all shared in an experiential education summer school program that was designed and implemented at an alternative school in Minnesota. Students were offered credit in history, English, and science via a course that included an in-depth look at Westward Expansion history. During the three- to four-week course, students traveled from Minnesota to Wyoming stopping at historical sites along the way. The course, which included using restorative justice Talking Circlesa, hands-on learning, and curriculum that centered on human rights and social justice was designed by...
You are not authenticated to view the full text of this chapter or article.
This site requires a subscription or purchase to access the full text of books or journals.
Do you have any questions? Contact us.Or login to access all content.