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Social Sciences
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Restorative Justice Practices Within Higher Education and the Arts: Addressing...
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Restorative Justice Practices Within Higher Education and the Arts: Addressing Complex Legacies of Harm

A special issue of Social Sciences (ISSN 2076-0760). This special issue belongs to the section "Crime and Justice".

Deadline for manuscript submissions: closed (17 October 2025) | Viewed by 1189

Special Issue Editors

Prof. Dr. Assata Zerai

E-Mail Website
Guest Editor
Department of Sociology & Criminology, The University of New Mexico, Albuquerque, NM 87131, USA
Interests: sociology of health and medicine; race and ethnicity; global/transnational sociology; inequality; decolonial feminist methodologies; Black feminist thought; gender equity and development effectiveness; maternal and child health; sociology of religion
Prof. Dr. Teresa Neely

E-Mail Website
Guest Editor
College of University Libraries & Learning Sciences, The University of New Mexico, Albuquerque, NM 87131, USA
Interests: diversity and leadership in librarianship; 19th century banking practices and procedures; user designed data sets (Native American and African American hip-hop lyrics); digital humanities and text analysis; assessment in research libraries and higher education; spaces for people and paper in academic libraries
Mariann Skahan

E-Mail Website
Guest Editor
Department of Anthropology, The University of New Mexico, Albuquerque, NM 87131, USA
Interests: language endangerment and revitalization, language circulation, ideologies of language; indigeneity and sovereignty, historical educational trauma, feminist decoloniality, and the US Southwest
Dr. Kathy L. Powers

E-Mail Website
Guest Editor
UNM Political Science, The University of New Mexico, Albuquerque, NM 87131, USA
Interests: the nature of institutional authority as well as institutional change and effects
Pamela Agoyo

E-Mail Website
Guest Editor
Division of Student Affairs, The University of New Mexico, Albuquerque, NM 87131, USA
Interests: American Indian students in higher education and educational equity

Special Issue Information

Dear Colleagues,

This Special Issue is informed by restorative justice practices, the scholarship of feminist decoloniality, and the histories of higher education and the arts, and we locate discussions of universities confronting their past within social movements for educational equity and the arts and the agency of creators and learners who demand their rightful place. Articles submitted to this Special Issue will examine the experiences of groups that have been marginalized in higher education and the arts, with authors exploring whether complex legacies of harm—along the lines of race, culture, citizenship, state and tribal sovereignty, globalization, and disability—require both personal and institutional reflexivity to unveil the multidimensional experiences of both perpetrators and survivors. We aim to provide guidance to those willing to move beyond acknowledgment to correcting harm in higher education and the arts.

Prof. Dr. Assata Zerai
Prof. Dr. Teresa Neely
Mariann Skahan
Dr. Kathy L. Powers
Pamela Agoyo
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Social Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

 

Keywords

  • feminist decoloniality in higher education
  • histories of higher education
  • restorative practices in higher education
  • social movements for educational equity
  • marginalized groups
  • secondary marginalization
  • Hispanic-serving institutions (HSIs)
  • Native American faculty and students
  • Black faculty and students
  • disability studies
  • DACA and undocumented students in higher education
  • restorative practices in the arts
  • minority-serving institutions (MSIs)
  • healing and reclamation

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Published Papers (1 paper)

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Research

15 pages, 269 KB  
Article
Unpacking the Performativity of Hispanic Serving Institution (HSI) Designation: Holding Universities Accountable and Developing a Call to Action
by Florence Emilia Castillo, Angeles Rubi Castorena and Nancy López
Soc. Sci. 2025, 14(10), 585; https://doi.org/10.3390/socsci14100585 - 1 Oct 2025
Viewed by 791
Abstract
Against the backdrop of historic and contemporary attacks on diversity, equity and inclusion, what could ethical accountability and a call to action look like in Hispanic Serving Institutions? There are only a handful of institutions in the nation to simultaneously hold the Carnegie [...] Read more.
Against the backdrop of historic and contemporary attacks on diversity, equity and inclusion, what could ethical accountability and a call to action look like in Hispanic Serving Institutions? There are only a handful of institutions in the nation to simultaneously hold the Carnegie distinction of “very high research activity” and the designation of Hispanic Serving Institution (HSI). Yet some of these institutions have historically provided little if any resources to support and retain Hispanic-identifying students, and when programs exist, they tend to be performative rather than substantive. We employ intersectionality as critical inquiry and praxis (action/reflection) to name and shed light on the various mechanisms that continue to marginalize Hispanic students. In this case study, we attempt to examine institutional administrative data to shine a light on the underrepresentation of Latine students and faculty within the institution. Instead, however, we describe the practice of institutional and statistical gaslighting we encountered while trying to obtain this data. We then utilize content analysis of archival documents of two university departments and combine these findings with autoethnographic data to highlight both the past and current state of Latine faculty hires. We further examine the lack of student services and the precarious funding situations of Hispanic-centered programs at the heart of Hispanic student success, and the impact of Presidential Executive orders prohibiting the use of federal funds to support these resources. Finally, we include steps that can lead to institutional transformation as an ethical imperative to serve all students. Full article
(This article belongs to the Special Issue Restorative Justice Practices Within Higher Education and the Arts: Addressing Complex Legacies of Harm)
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