The Hocokah and peacemaking circles) Healing and Sentencing Circle

Very crictal think argument your case work ontitle please The Hocokah and Peacemaking circles
Module 2: Healing and Sentencing Circles: Procedures in Indigenous Traditions
In Module 2, we will begin by exploring the concept of indigenous worldviews–the way people of different cultures view the nature of the world, good and evil, and our place within the universe. A person’s worldview influences their perspective of justice, healing, restoration, retribution, and resource distribution. This worldview also indirectly affects the processes individuals choose to address conflict and harm. and also, directly affects who people work with, educate, and with whom they will share resources.
Next, we will examine the restorative processes of indigenous healing and peacemaking circles. In these processes, participants (the victim, offender, and members of the community) discuss the harm that was committed by the offender. Participants provide an honest accounting of thoughts and feelings about the harms that occurred and why they occurred. The purpose of the processes is to give those who caused harm an opportunity to acknowledge responsibility for the harm, and to give those that were harmed an opportunity to say what is needed from the offender to mend the harm. We will also compare indigenous processes and how the goals and worldviews of different indigenous cultures affect the restorative justice process.
Finally, we will discuss the paradigm shift that has occurred over the last 40 years regarding the view of crime. Previously, crime was viewed as a violation of law that was addressed with harsh punitive punishments. As a result of the victims’ rights movement of the 1970s, the paradigm of punitive punishment began to shift to more restorative measures. Victims, who previously were not active participants in the justice process were finally given a voice. While restorative justice has been slow in gaining acceptance, the shift has begun and appears to be gaining momentum.
Learning Outcomes
1. Discuss worldviews of indigenous healing and peacemaking.
2. Evaluate the use of circles in restorative justice practices.
3. Examine indigenous processes in restorative justice.
4. Examine the paradigm shift from retributive to restorative justice.
For Your Success & Readings
You have more assigned readings this week than in most of the other weeks, so it is best to get a start on them as early in the week as you can.
Here are some reminders that will help you achieve success in this module and the course in general:
• Review the Discussion Question and make your substantive posting as early in the week as possible. Remember that you should cite the course materials, readings, or other outside research in the initial post and in any follow-up comments as well. Make sure to post equally substantive replies to two of your fellow classmates’ responses before Sunday at midnight. Comments posted after Sunday at midnight will not be accepted for credit.
• Engage with the assigned and recommended readings.
• You are assigned a Critical Thinking Assignment this week. Pick one option from the two assignments to be submitted by Sunday at midnight. Please keep in mind when you are writing the paper to address all the prompts provided in the assignment. Also, you should cite two peer-reviewed articles to support your position on the topic you choose. If you are unfamiliar with the APA citation format, please take a few moments to review it as this is a requirement for the assignment and does factor in to your overall grade for the paper. The paper should be three to four pages in length, not including cover page and bibliography.
• Reach out to your instructor with any questions regarding course material, or for assistance with questions regarding your portfolio milestone.
• Buth, A., & Cohn, L. (2017). Looking at justice through a lens of healing and reconnection. Northwestern Journal of Law & Social Policy, 13(1), 1-24.
• Clarysse, L., & Moore, S. (2017). Restorative justice, peacebuilding practice, and educational praxis: Critical analysis of Canadian and United Kingdom discourses. Journal of Leadership, Accountability, and Ethics, 14(4), 123-138.
• Neshrim, N. (2016). The indigenous practice that is transforming the adversarial process. The Judges’ Journal, 55(4), 16-19.

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