Justice on Both Sides

Justice on Both Sides Transforming Education Through Restorative Justice

Maisha T. Winn
paper, 216 Pages
Pub. Date: May 2018
ISBN-13: 978-1-68253-182-2
Price: $32.00

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Pub. Date: May 2018
ISBN-13: 978-1-68253-184-6

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Restorative justice represents “a paradigm shift in the way Americans conceptualize and administer punishment,” says author Maisha T. Winn, from a focus on crime to a focus on harm, including the needs of both those who were harmed and those who caused it. Her book, Justice on Both Sides, provides an urgently needed, comprehensive account of the value of restorative justice and how contemporary schools can implement effective practices to address inequalities associated with race, class, and gender.


Justice on Both Sides is a powerful book that makes the case for why restorative justice approaches in schools can make transformative changes for young people. Winn’s extensive skills as a researcher, teacher, and teacher educator shine through in this sobering yet hopeful call for restoring justice in our schools and communities. — Diana Hess, dean, School of Education, University of Wisconsin–Madison

This is the book the restorative justice field has been waiting for—one that centers on race and equity in the creation of restorative schools. Winn’s writing weaves youth and adult voices into interdependent teachings on respectful, caring relationships and the positive learning environments they can produce. — sujatha baliga, vice president and director, Impact Justice Restorative Justice Project

Justice on Both Sides offers a generative examination of the impact, complexities, and challenges of restorative justice practices in education. Winn’s vision illustrates how these practices speak not just to the student, but to the school as a community and to our ability to socialize youth as active citizens in a democracy. — Carol D. Lee, Edwina S. Tarry Professor of Education and Social Policy, Northwestern University

Winn writes with sensitivity and care about the complex work of restorative justice through education. She takes readers inside the challenges and promise of collective efforts to transform school practice, and invites readers to join the struggle. — Deborah Loewenberg Ball, William H. Payne Collegiate Professor of Education, University of Michigan

Winn makes a compelling case for the use of restorative justice practices in schools as ... as a way to disrupt the school-to-prison pipeline that has destroyed the lives of too many young people of color. — Zahra Bokhari, Philanthropy News Digest

In a nation that is hyper-socialized to preserve the concepts of law, order, and punishment, especially with regard to Black and Brown bodies, shifting one’s mindset is no simple undertaking. However, Justice on Both Sides is an accessible guide that serves as both a 'compass' and a 'map' for PreK-12 educators, administrators, policymakers, and all others whose work has implications for education. — Darius O. Johnson and Dorinda J. Carter Andrews, Teachers College Record

Winn shares the insights of teachers, students, administrators, support staff and parents who each look at restorative justice through their own lenses. — Bob Schultz, School Administrator

This book serves as a compass for educators committed to justice and transformation. It compels us to resolve the inequities in school while we seek to support all students. — Nadira Baksh, Professionally Speaking

[Justice on Both Sides] bridges the theory of restorative justice with teacher practice while highlighting tensions that practitioners are likely to encounter. For researchers, Winn’s book provides plenty of inspiration for future studies that examine the link between teachers’ perspectives on restorative justice and their enactment of it across school sites. — Education Review

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About the Author

Maisha T. Winn is the Chancellor’s Leadership Professor in the School of Education at the University of California, Davis, where she also co-directs (with Torry Winn) the Transformative Justice in Education (TJE) Center. Winn’s program of research examines the relationships between language, literacy, justice, and school policies. She began her career in education as an elementary school teacher and eventually a high school English teacher. In 2012 she received the American Educational Research Association Early Career Award and in 2016 was named an American Educational Research Association Fellow. As a 2014 William T. Grant Distinguished Fellow, Winn shadowed restorative justice attorneys and practitioners in the West and Midwest. She is the author of several books, including Writing in Rhythm: Spoken Word Poetry in Urban Schools (published under her maiden name, “Fisher”); Black Literate Lives: Historical and Contemporary Perspectives (published under “Fisher”); Writing Instruction in the Culturally Relevant Classroom (with Latrise P. Johnson); and Girl Time: Literacy, Justice, and the School-to-Prison Pipeline; and coeditor of Humanizing Research: Decolonizing Qualitative Research (with Django Paris). She is also the author of numerous articles in journals such as Review of Research in Education; Anthropology and Education Quarterly; International Journal of Qualitative Studies in Education; Race, Ethnicity and Education; Research in the Teaching of English; Race and Social Problems; and Harvard Educational Review.

Table of Contents


Race and Education Series

Blog Post: "Transformative Justice Teacher Preparation"

E-book available through online booksellers

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Restorative Justice in Education