Restorative Justice. By: Wilcox, Angela, Journal of Groups in Addiction & Recovery, 1556035X, 2007, Vol. 2, Issue 2-4
This article provides a first person narrative of one teacher’s
experience in three different recovery schools over more than a decade of
teaching. The author discusses some of the recurring challenges and suc-
cesses encountered by many recovery high schools and discusses key con-
cepts such as the importance of a clear school mission, the role of restorative
practices in recovery education, successful classroom methods, and the im-
portance of communication and support between recovery schools.
The teacher as codependent. By: Koehler, Michael, Clearing House, 00098655, Sep/Oct91, Vol. 65, Issue 1
Codependents are not simply the victims of addicts and repressive systems; they are the partners. In essence, codependents make chronic repression and addiction possible. Think about it. The survival of any repressive system depends upon the continued willingness of the repressed to be repressed. It is not a startling revelation, therefore, that codependents enable addicts to be addicted and repressors to repress. What may be surprising, however, is that teachers in many school systems are codependents.
Public Pedagogy, Private Lives: Self-Help Books and Adult Learning. By: McLean, Scott, Adult Education Quarterly, 07417136, Nov2013, Vol. 63, Issue 4
Self-help literature bas become an important domain of adult learning in Nortb
America. Self-belp books offer readers advice on bow to take cbarge of their lives
and achieve goals sucb as prosperity, love, happiness, Wellness, and self-actualization.
Despite the popularity of self-belp books, tbere bas been little research about tbem
from scholars of adult education. Furthermore, existing literature has tended to
be speculative ratber tban empirical: few studies bave assessed learning processes
and other subjective outcomes among tbose wbo read self-belp books. Through
presenting results of qualitative interviews witb female readers of self-belp books,
tbis article demonstrates how informal adult learning takes place tbrougb interaction
witb products of popular culture. Tbe article argues tbat self-belp reading sbould be
included in tbe study of public pedagogy and tbat furtber empirical work is needed to
understand tbe impact of reading sucb books, among otber experiences of popular
culture, on adults.
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