Hamline News

Professor and Graduate Student Co-Edit Journal

Joe Lewis, Hamline School of Education, and Drew Friedfertig, a first year law student in the Hamline University School of Law, are currently co-editing the first issue of the Transformative Justice Journal. They are sending out a call for papers, specifically seeking articles on issues related to transformative justice.

The Transformative Justice Journal (TJJ) was founded in 2012 by Anthony J. Nocella II, a professor in the Hamline School of Education. TJJ is an online, open-source, and peer-reviewed journal dedicated to promoting transformative justice. As an academic-activist journal, TJJ was developed out of scholarly and community dialogues around promoting social justice community-based alternatives to both the retributive and utilitarian punishment models used by criminal justice systems, which can victimize offenders and re-victimize survivors of offenses. Transformative justice views conflict not from the lens of the criminal justice system, but from the community; as such, those involved in the conflict are seen as individuals rather than victims or offenders. Moreover, transformative justice addresses oppression by systems of domination, such as racism, sexism, homophobia, ageism, elitism, classism, and ableism within all domestic, interpersonal, global, and community conflicts. Transformative justice aims to expand the social justice model, which challenges and identifies injustices, in order to create organized processes of addressing and ending those injustices. Transformative justice and social justice work together in addressing this need. Transformative justice also builds off the principles of restorative justice in order to address experiences of oppression within mediation.

TJJ’s mission is not only to identify and challenge the current criminal justice system, but to end all forms of oppression and punishment within society. TJJ also aims to go beyond theory by promoting transformative initiatives and offering practical and actionable strategies for change in a plain-speaking theory-to-action publication.