A concise and practical guide to bringing the day-to-day practice of restorative justice programs into closer alignment with restorative values. In the past twenty-five years there has been an explosion of programs, projects, and initiatives that use the terms "restorative justice" or "restorative practices." This reflects multiple trends: the failures and inhumanity of justice system policies and practices; the unfairness and ineffectiveness of "zero tolerance" and other punitive measures adopted in our schools, and the positive impact of those who have promoted restorative practices for the past several decades around the world. This complex mix has generated an array of programs that utilize restorative ideas and practices in a wide variety of ways, such as court diversion, deeply spiritual circle work, and national and international truth and reconciliation projects. Some of these programs are designed to address incidences of harm that fall within large systems (family group conferencing, victim offender dialogue, circles, COSA, etc.) or in schools where they are often focused on addressing incidences of harm in an effort to change the over reliance on suspensions and expulsions as a way to modify student behaviors. There are other experiments in restorative justice that move this work into community settings, with a focus on healing and the creation of more empathic relationships. As the authors know from experience, there is often a gap between values and the reality of day to day practice. This Little Book strives to find ways to shrink that gap and to bring our practice and the structures and methods that employ them into closer alignment with restorative values. Simply put, this book asks, how can we better align restorative theory and practice in our work? In order to have truly restorative programs (programs that strive for consistency between their stated values and their real-life practices) the authors offer some ways to integrate restorative practices and values into the strategies used to design, implement, and assess them. They propose the use of another transformative practice, Participatory Action Research (PAR), as a powerful ally in the work of developing restorative practices and the programs that hold them.

Working Method focuses on the theory, method, and politics of contemporary social research. As ethnographic and qualitative research become more popular, noted scholars Weis and Fine provide a roadmap for understanding the complexities involved in doing this research.

This pioneering work addresses a key issue that confronts all industrialised nations: How do we organise healthcare services in accordance with fundamental human rights, whilst competing with scientific and technological advances, powerful commercial interests and widespread public ignorance? "The Nature of Health" presents a coherent, affordable and logical way to build a healthcare system. It argues against a health system fixated on the pursuit of longevity and suggests an alternative where the ability of an individual to function in worthwhile relationships is a better, more human goal. By reviewing the etymology, sociology and anthropology of health, this controversial guide examines the meaning of health, and proves how a community-centred healthcare system improves local economy, creates social capital and is affordable, rational, personal, and just. "This is badly needed nourishment for a medical system glutted on technology, individualism, profit and the pursuit of longevity. Read and be fed." - Christopher Koller, Health Insurance Commissioner, The State of Rhode Island, USA. "Unique. Surprising. A real eye-opener. Just about everyone who doesn't have a vested financial interest in maintaining the status quo will agree that U.S. healthcare is badly broken. [This book] is making it possible for us to refocus from how to provide healthcare to how to achieve health. Their description of health as successful functioning in community, rather than as a measure of longevity is a definition that can make a reader feel healthier as they take gradually appreciate the power of the concept. On this foundation, it is not as hard as one might think to outline a healthcare system that is equitable, affordable and achievable." - Alexander Blount EdD, Professor of Family Medicine, University of Massacusetts Medical Center.

What risks and insecurities do older people face in a time of both increased longevity and widening inequality? This edited collection develops an exciting new approach to understanding the changing cultural, economic and social circumstances facing different groups of older people. Exploring a range of topics, the chapters provide a critical review of the concept of precarity, highlighting the experiences of ageing that occur within the context of societal changes tied to declining social protection. Drawing together insights from leading voices across a range of disciplines, the book underscores the pressing need to address inequality across the life course and into later life.

Essentials of Critical Participatory Action Research (CPAR) shows how researchers can commit to doing participatory research projects WITH, not ON, marginalized individuals, and in so doing, help document, challenge, and transform social injustices. The authors provide rich examples of their work with diverse communities such as LGBTQIA+ young adults, prisoners, domestic violence survivors, and asylum-seekers. Ethical concerns are explored in depth as readers are challenged to embrace the mantra of "No research on us, without us."

Many scholars have turned to the groundbreaking critical research methodology, Youth-Led Participatory Action Research (YPAR), as a way to address both the political challenges and inherent power imbalances of conducting research with young people. Revolutionizing Education makes an extraordinarily unique contribution to the literature on adolescents by offering a broad framework for understanding this research methodology. With an informative combination of theory and practice, this edited collection brings together student writings alongside those of major scholars in the field. While remaining sensitive to the methodological challenges of qualitative inquiry, Revolutionizing Education is the first definitive statement of YPAR as it relates to sites of education.

With a fascinating new introduction on the proliferation and development of the field of whiteness studies and updated essays throughout, this much-anticipated second ddition continues to redefine our understanding of race and society. Also inlcludes three maps.

"Working Method "explores the theory, method, and politics of contemporary social research. Through ethnographic and qualitative study, noted scholars Lois Weis and Michelle Fine investigate communities under siege and document both the costs of oppression and the strengths of endurance that circulate among the young, poor, and working-class in America. They provide an important model for negotiating the complexities involved in this type of research and give thoughtful consideration to the various strategies and tools available to social researchers

With a fascinating new introduction on the proliferation and development of the field of whiteness studies and updated essays throughout, this much-anticipated second ddition continues to redefine our understanding of race and society. Also inlcludes three maps.

The authors persuasively argue that the present cascade of reforms to public education is a consequence of a larger intention to shrink government. The startling result is that more of public education's assets and resources are moving to the private sector and to the prison industrial complex. Drawing on various forms of evidence-structural, economic, narrative, and youth-generated participatory research-the authors reveal new structures and circuits of dispossession and privilege that amount to a clear failure of present policy. Policymaking is at war with the interests of the vast majority of citizens, and especially with urban youth of color. In the final chapter the authors explore democratic principles and offer examples essential to mobilizing, in solidarity with educators, youth, communities, labor, and allied social movements, the kind of power necessary to contest the present direction of public education reform.

aThis book provides a unique, powerful, rich, and nuanced understanding of identity development among Muslim-American youth. The publication of Muslim American Youth is a landmark event in developmental science.a
--Richard M. Lerner, Bergstrom Chair in Applied Developmental Science, Tufts University

aSirin and Fine . . . render visible the complex lives of a profoundly maligned and misunderstood group
--Muslim-American youth. They deploy surveys, focus groups, in-depth interviews, and identity maps to explore how Muslim-American youth are creating and re-creating themselves within these politically and socially charged times. . . . This is a must read.a
-- M. Brinton Lykes, Lynch School of Education and Center for Human Rights and International Justice, Boston College

Since the terrorist attacks of September 11, 2001 and the subsequent awar on terror, a growing up Muslim in the U.S. has become a far more challenging task for young people. They must contend with popular cultural representations of Muslim-men-as-terrorists and Muslim-women-as-oppressed, the suspicious gaze of peers, teachers, and strangers, and police, and the fierce embodiment of fears in their homes.

With great attention to quantitative and qualitative detail, the authors provide heartbreaking and funny stories of discrimination and resistance, delivering hard to ignore statistical evidence of moral exclusion for young people whose lives have been situated on the intimate fault lines of global conflict, and who carry international crises in their backpacks and in their souls.

The volume offers a critical conceptual framework to aid in understanding Muslim American identity formation processes, aframework which can also be applied to other groups of marginalized and immigrant youth. In addition, through their innovative data analytic methods that creatively mix youth drawings, intensive individual interviews, focused group discussions, and culturally sensitive survey items, the authors provide an antidote to aqualitative vs. quantitativea arguments that have unnecessarily captured much time and energy in psychology and other behavioral sciences.

Muslim American Youth provides a much-needed roadmap for those seeking to understand how Muslim youth and other groups of immigrant youth negotiate their identities as Americans.

The authors persuasively argue that the present cascade of reforms to public education is a consequence of a larger intention to shrink government. The startling result is that more of public education's assets and resources are moving to the private sector and to the prison industrial complex. Drawing on various forms of evidence-structural, economic, narrative, and youth-generated participatory research-the authors reveal new structures and circuits of dispossession and privilege that amount to a clear failure of present policy. Policymaking is at war with the interests of the vast majority of citizens, and especially with urban youth of color. In the final chapter the authors explore democratic principles and offer examples essential to mobilizing, in solidarity with educators, youth, communities, labor, and allied social movements, the kind of power necessary to contest the present direction of public education reform.

Many scholars have turned to the groundbreaking critical research methodology, Youth-Led Participatory Action Research (YPAR), as a way to address both the political challenges and inherent power imbalances of conducting research with young people. Revolutionizing Education makes an extraordinarily unique contribution to the literature on adolescents by offering a broad framework for understanding this research methodology. With an informative combination of theory and practice, this edited collection brings together student writings alongside those of major scholars in the field. While remaining sensitive to the methodological challenges of qualitative inquiry, Revolutionizing Education is the first definitive statement of YPAR as it relates to sites of education.

In this intensely powerful and personal new text, Michelle Fine widens the methodological imagination for students, educators, scholars, and researchers interested in crafting research with communities. Fine shares her struggles over the course of 30 years to translate research into policy and practice that can enhance the human condition and create a more just world. In lively conversations with W.E.B. DuBois, Gloria Anzaldua, Maxine Greene, and Audre Lorde, the book examines a wide array of critical participatory action research (PAR) projects involving school push-outs, Muslim American youth, queer youth of color, women in prison, and children navigating under-resourced schools. Throughout, Fine assists readers as they consider sensitive decisions about epistemology, ethics, politics, and methods; critical approaches to analysis and interpretation; and participatory strategies for policy development and organizing. Just Research is an invaluable guide for creating successful participatory action research projects in times of inequity and uncertainty.

This pioneering work addresses a key issue that confronts all industrialised nations: How do we organise healthcare services in accordance with fundamental human rights, whilst competing with scientific and technological advances, powerful commercial interests and widespread public ignorance? "The Nature of Health" presents a coherent, affordable and logical way to build a healthcare system. It argues against a health system fixated on the pursuit of longevity and suggests an alternative where the ability of an individual to function in worthwhile relationships is a better, more human goal. By reviewing the etymology, sociology and anthropology of health, this controversial guide examines the meaning of health, and proves how a community-centred healthcare system improves local economy, creates social capital and is affordable, rational, personal, and just. "This is badly needed nourishment for a medical system glutted on technology, individualism, profit and the pursuit of longevity. Read and be fed." - Christopher Koller, Health Insurance Commissioner, The State of Rhode Island, USA. "Unique. Surprising. A real eye-opener. Just about everyone who doesn't have a vested financial interest in maintaining the status quo will agree that U.S. healthcare is badly broken. [This book] is making it possible for us to refocus from how to provide healthcare to how to achieve health. Their description of health as successful functioning in community, rather than as a measure of longevity is a definition that can make a reader feel healthier as they take gradually appreciate the power of the concept. On this foundation, it is not as hard as one might think to outline a healthcare system that is equitable, affordable and achievable." - Alexander Blount EdD, Professor of Family Medicine, University of Massacusetts Medical Center.

The Zero Calorie Diet - How To Eat Right -Or Not At All Is a book about fasting - about eating, not eating, eating less, and about the commercialization of food - and everything else -- in our bloated culture. Written by a family doctor, The Zero Calorie Diet examines the physiology of fasting and nutrition, so everyone can understand how much food the body really needs, what stimulates hunger, and how not to eat, even in a world where calories are everywhere.

Resting on the belief that educators must be at the center of informing education policy, the contributors to this revised edition of the classic text raise tough questions that will both haunt and invigorate pre- and inservice educators. They explore the policies and practices of structuring exclusions; they listen hard to youth living at the margins of race, class, ethnicity, and gender; and they wrestle with fundamental inequalities of space in order to educate for change. Written from the perspective of researchers, policy analysts, teachers, and youth workers, the book reveals a shared belief in education the "could be," and a shared concern about schools that currently reproduce class, race and gender relations, and privilege.

This set of essays presents the development of a reform movement in a major urban school district. Throughout the book, the contributors - high school teachers, university lecturers, evaluators and parents - study the creation of small, intimate school communities called charters.