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Earlier this summer I watched the most moving commencement ceremony that I’ve ever experienced. That’s saying something, since my work in higher education places my commencement count well north of 50, including my own graduations and those of my children. I genuinely love all graduations but this one truly stood out.
The students were members of the Hope College Class of 2026 graduating from our campus inside the Muskegon Correctional Facility. The ceremony included a processional, faculty in regalia, speeches, distribution of diplomas, and a student choir singing the alma mater. The ten graduates represent the second cohort of the Hope Western Prison Education Program, a collaborative effort by Hope College and Western Theological Seminary. Their fully accredited BA degrees are already being put to good use in leadership positions that involve advocacy and service to others, including a grad who is caring for others in the hospice unit at the prison.
The graduates traded their usual uniforms for robes, mortarboards, and honors cords. Each person’s name – not a number – was read by the Provost. The dignity and hope embedded in the entire program stand as potent countermeasures to the problem of mass incarceration. Indeed, scholars point to education as a key strategy to prevent recidivism (Sered, 2019).
It made me proud of these men, grateful for the sacrificial investment of donors and leaders who have built the program, and encouraged by this bright glimmer of hope in the midst of a challenging season in our history.
And it prompted a key question: If we are committed to this tangible expression of restorative justice in a correctional facility, why aren’t we using it to bring transformation to each of our campuses?
Restorative Justice (RJ) is not a new phenomenon. It has deep roots in historic indigenous practices and has been the subject of study and practice in spheres like community development, the criminal justice system, and increasingly, higher education. With a high emphasis on the dignity of each person, on personal accountability for addressing harm, and restoration, RJ seems like a logical fit for schools with a historic Christian mission. However, many of our Christian colleges and universities are still primarily oriented around traditional student conduct structures that emphasize findings, evidence, and punitive sanctions (notable exceptions include some leading RJ centers at Catholic and Mennonite institutions).
Imagine, instead, the restorative possibility of equipping our campus to address roommate conflicts and alcohol incidents with a facilitated conversation that listens to each voice, identifies and acknowledges areas of harm, and then works together to map out a plan to bring repair to those areas of harm. Consider the power of a reintegration circle – a process designed to tangibly welcome someone back to the community – after a student suspension or medical leave of absence. RJ can, and is being used on other campuses to address even the complexities of sexual violence and incidents involving discrimination.
Christian colleges should be leaders in restorative justice, not just in specialized programs like prison education programs, but on each of our campuses!
Christian colleges should be leaders in restorative justice, not just in specialized programs like prison education programs, but on each of our campuses!
What would that take? The prison education program offers some clues.
First, it would take expertise and ongoing training. Our program has benefited from the lessons learned through other prison education programs and the combined wisdom of the leadership team and external partners. We would benefit from RJ scholars and practitioners who are not only researching the underpinnings of RJ, but engaging deeply as active facilitators. Robust training is available through programs at University of San Diego and Eastern Mennonite University – both leaders in the field.
Secondly, it requires sacrificial investment. Our prison education program is flourishing, in part, because donors have put their money behind their beliefs. Administrators, faculty, and staff have given of their time and energy to ensure that the program is flourishing. Transitioning our campuses to an RJ model will require that we think strategically and generously about how we use our time, energy, and budget funds. It is a commitment that requires our sustained attention.
Lastly, and most importantly, equipping a campus to lead in Restorative Justice will require courage and resilience. Misconceptions about RJ abound, with stakeholders assuming that it is weak on accountability and a “softer” alternative to traditional student conduct process. Timelines for RJ processes are flexible and often extended, which seldom align well with expectations of speedy justice or a quick solution to a roommate conflict. But prison education programs have carved a path for us, cutting through skepticism and bureaucracy with tenacity. We can do the same, spurred on by an identity that calls us to do justice, to love mercy, and walk humbly with our God – not just plod through a bureaucratic process.
The student speaker at the commencement, Larry, powerfully stated, “We choose to become drivers, not passengers, in our rehabilitation.” Let’s allow that commitment and that spirit to infuse each conflict, each process, and each opportunity for restoration for every student and every campus.
References
- Sered, D. (2019). Until We Reckon: Violence, Mass Incarceration, and a Road to Repair. New York: The New Press.
