Born and raised in the Mennonite church, Rhodes grew up believing she was called to be a peacemaker. But that early understanding of peace, she admits, made her avoid conflict rather than engage in it.

Then, two students, burly Russian men seated near the back of the classroom, began arguing. 

Within moments, the tension shifted. Chairs scraped. Voices sharpened. The exchange turned physical. And Rhodes realized something that would change the course of her life.

“I could talk about peace, but I didn’t actually know how to respond when presented with conflict,” she said. “When I returned to the United States, I knew I needed to learn how to handle conflict.”

She scuttled her previous plans to pursue a graduate degree in English and instead studied conflict analysis and resolution at George Mason University, earning both a master’s degree and a PhD. While at graduate school, she was hired by Professor Emeritus Dr. Vernon Jantzi ’64 to help coordinate the newly launched Summer Peacebuilding Institute (SPI) at EMU. 

For 34 years, Rhodes has taught at EMU, primarily in its world-renowned Center for Justice and Peacebuilding (CJP). Today, she serves as academic director of CJP and professor of peacebuilding and conflict studies. She also teaches courses in conflict transformation and peacebuilding for the undergraduate program and the master of nursing program. 

Rhodes has led semester and summer intercultural programs in Northern Ireland, the Republic of Ireland, Russia, South Korea, and the Navajo Nation. She has served as department chair of EMU’s Applied Social Science Department, administrative director of SPI, and as a program assistant for the National Conference on Peacemaking and Conflict Resolution.

With SPI turning 30 this year, we sat down with the long-tenured professor to talk about the values-based education offered at CJP and how students are bringing more peace and justice to the world.

The following responses are from an interview that Rhodes conducted with photographer and videographer Macson McGuigan ’17. A video from their interview will publish later this spring. These responses were edited for conciseness.

What’s unique about CJP?

Many other programs teach basic communication or mediation skills, but what we add at EMU goes deeper. Our focus is on who you are and what you bring. Beyond the technical skills of conflict transformation, students engage in deep reflection and introspection around questions of:

• Who am I?
• What are my values and identities?
• What do I uniquely contribute to this work?
• And where do I fit in creating a more just and peaceful world?

We challenge students to connect their personal growth with leadership. They consider how to bring these skills and values into the places where they already work and lead. That combination of skill and self-assessment is the value we offer.

What can CJP grads do with their degrees?

There are generally three directions our students take. About a third go into direct practice, often working with nonprofit or non-governmental organizations anywhere in the world. These roles can include mediation centers, community outreach, or other supporting positions where they apply skills like facilitating discussions and bringing together diverse groups to meet community needs.

Another third pursue further education. Many go on to doctoral programs to study conflict more deeply, contribute to policy, or prepare to teach in this relatively new field. 

The final third continue in their current careers in positions ranging from ministry, health care, business, and government. They’re drawn to CJP because they want to improve how people work together, make decisions, and solve complex problems.

Why should people study at CJP?

We are truly about creating a learning community together. This isn’t a place where you come to be filled up with knowledge. You come because you want to explore your part in making the world more peaceful, and together, we figure out how to bring more peace and justice to the world. 

We can’t do it alone, and no single set of skills fits every situation. That’s why our approach is based on mutuality and learning, where everyone’s experiences and knowledge matter. Students contribute what they know, and at the same time, gain practical skills they can use in their own contexts.

Our focus is on practice, not just theory or research. We care about what people can do to make the world more peaceful and just. CJP is a place to learn, share, and build that future together.

What kinds of hands-on experience is offered at CJP?

Our curriculum is intentionally designed to include hands-on practice in the community. For example, in the facilitation course, our graduate students are contracted by local groups and organizations to help facilitate meetings or support decision-making processes. While students are learning and practicing new skills, the organizations also benefit from their work.

At the end of the master’s program, students can choose a traditional thesis, but most complete a practicum. These opportunities are diverse, ranging from restorative justice and trauma healing to mediation, facilitation, and training. Alumni often connect current students with new practice opportunities, ensuring a rich network of real-world engagement.

What is the Summer Peacebuilding Institute (SPI)?

Part of how we support our students is by offering courses in the summer, not as traditional summer school, but as a training institute. These courses and trainings, held in May and June, allow anyone to explore topics related to conflict, restorative justice, and other areas of practice. Courses generally last five to seven days, and multiple courses run simultaneously over the two-month period. 

SPI is intentionally designed as a learning community. Students live in dorms, attend classes and lectures, and learn from one another, all while experiencing what it means to live together in a diverse community. It’s both a retreat and a training space. As one alum described, SPI is like a well where people can take a drink of water. It’s not going to feed them forever, but it’s nourishment they can take back into their work and communities.

The book features a foreword by renowned restorative justice pioneer and EMU Professor Emeritus Dr. Howard Zehr, who also contributed a collection of landscape photographs that visually underscore the book’s central themes of reflection, connection, and renewal. As a graduate of EMU’s Center for Justice and Peacebuilding, Waugh draws on both her professional experience and academic grounding to offer practical guidance for lawyers seeking to cultivate more compassionate, community-centered approaches to legal practice.

The book is available to order at the publisher’s site .

Restorative Justice in Education Conference
Date: Tuesday-Wednesday, June 24-25, 2025
Location: Campus Center at EMU, 1200 Park Rd, Harrisonburg, Virginia
Cost: $350 for full-program registration. $100 for virtual access.
Online:

For the past decade, the annual Restorative Justice in Education (RJE) Conference at EMU has drawn participants from across Virginia, the U.S., and as far away as Canada and South America to learn how to apply the values and concepts of restorative justice in their classrooms and school divisions.����

The gathering has grown in size over those years and expanded in its offerings, but its purpose remains the same: to provide a space where RJE scholars and practitioners, teachers, educators, and EMU faculty and staff can connect, learn together, and encourage one another in the work they’re doing.

“It’s all about fostering conversations among practitioners,” said EMU Professor Kathy Evans, a member of the conference planning team. “We’ll have classroom teachers who are completely new to restorative justice sitting alongside folks who’ve written books and conducted scholarly research on RJ. Together, we’ll share ideas and explore how we can collaborate to bring about the kind of world we all want to see.”

The 10th annual RJE Conference, held Tuesday and Wednesday, June 24-25, is available to attend in-person and online. All events will be held at EMU’s Campus Center. Visit for more information and a conference schedule.

The conference includes a keynote address, breakout sessions, and a welcome reception held at a local vineyard. The event will conclude on June 25 with a closing reflection circle at 3:45 p.m.

Keynote speakers

The theme for this year’s conference is “Language Matters: Exploring the Role of Discourse and Communication in Restorative Justice in Education,” which is drawn from the scholarship of . Her work has been integrated into EMU’s Graduate Teacher Education program in RJE.

Keynote speakers Bella Finau-Faumuina and Dwanna Nicole will open the conference with their address, “Stolen Language: Restoring Indigeneity in Restorative Justice Practices” on June 24 at 10 a.m. Finau-Faumuina is an advocate and educator dedicated to implementing Hawaiian culture, history, and practices into public schools across Hawaii. She is part of the Office of Hawaiian Education, and promotes traditional Hawaiian knowledge as context and content throughout the state’s Department of Education. Nicole is executive director of the Restorative Justice Partnership, where she works within school communities throughout the country to assist in developing strategies to create more positive school climates for students, educators, and families. She also provides training and support in the implementation of restorative justice in schools. 

Their address will touch on the resurgence of cultural practices, including language, land, and restorative justice, within Hawaiian communities, and will highlight how one educator is using restorative justice to heal the cultural trauma that students experience and bring into the classroom.

Noting that restorative justice practices are rooted in Indigenous traditions, Evans said that this year’s theme feels especially timely. “I’m excited to have them here to set the tone for the conference,” she said. “It’s a powerful opportunity to reflect on how language shapes our efforts to build a more just and equitable world.”

Breakout sessions

Conference sessions will include offerings for newcomers of RJ as well as veterans of the field. Participants can choose between four sessions for each 90-minute block of time. 

One session, led by Tonya Walls, the executive director for Code Switch: Restorative Justice for Girls of Color, will explore the transformative power of language and communication in fostering healing and empowerment for girls of color in educational settings. Another session, titled “Using Language of Competence within Restorative Special Education,” will consider the ways in which ableism gets perpetuated through language.

The language we use to describe our students truly matters, Evans said. “It shows up in the way we refer to our students with special needs,” she explained. “Do we call them students with disabilities? Students with different learning styles? Or students who are neurodivergent? The words we choose shape how we see them and how they see themselves.”

Welcome reception

To kick off the conference, a special gathering at Bluestone Vineyard in Bridgewater, Virginia, on Monday, June 23, at 6 p.m. will offer conference participants, RJE graduates and practitioners, and EMU faculty and staff a chance to connect with one another and build relationships. The evening reception promises to include light appetizers, delicious cake and wine, and great company. Participation at the welcome reception is also open to those who aren’t attending the RJE Conference.

Evans said one of the most meaningful compliments she received came from a participant last year who told her the event felt more like a community gathering than a typical conference.

“I love that,” she said. “I love how casual and comfortable it feels. It doesn’t feel formal like a conference. It feels like a bunch of good friends coming together to support and cheer one another on in the work we’re all doing.”

For questions about the RJE Conference, contact cape@emu.edu.

Erin Campbell MA ‘22 (conflict transformation) is using the skills she acquired from EMU’s Center for Justice and Peacebuilding (CJP) to heal harms in her community.

Campbell is co-director of (CVCJ). One of CVCJ’s programs is a partnership with the Commonwealth’s Attorneys’ offices in Charlottesville and Albemarle County and public defender’s office to divert criminal cases away from the courts and into a restorative justice process. CVCJ offers a way for people to make amends directly to those they have harmed as an alternative to prosecution.

Rather than focus on punishment, restorative justice (RJ) programs like CVCJ emphasize healing and safety. Trained facilitators with the nonprofit work with willing participants—those responsible for harm, those who were harmed, and anyone else affected—to share their experiences, acknowledge the harm done, and agree on a resolution to repair it. Proponents of RJ say the process encourages trust and accountability, supports the needs of those who were harmed, and results in lower recidivism rates than the traditional legal system.

“Instead of isolating people in jail or through a sterile criminal legal process, we’re connecting people to empathetic facilitators who treat everyone with dignity and who center the needs of the harmed person and the safety of the community,” Campbell said.

Since its start in 2022, CVCJ has successfully resolved about 35 incidents of harm. These include assault and battery, embezzlement, racialized vandalism, hit-and-run, and a DUI, among other felony and misdemeanor charges.

During her third year at EMU, as she searched for a practicum, Campbell learned about an RJ pilot program beginning to take shape in nearby Charlottesville. The pilot, which would later become CVCJ, sprung from a collaboration between Albemarle County Assistant Commonwealth’s Attorney Shannon Neal MA ‘11, Charlottesville Commonwealth’s Attorney Joe Platania, and the at CJP. Tarek Maassarani, an RJ practitioner and visiting professor at CJP, served as an adviser to the project.

Campbell started her practicum with the program in January 2022, just as it launched. The first cohort of facilitators received training in RJ practices over the next two months, guided by the experts at CJP, and began taking their first cases that spring.

Campbell said CVCJ is different from other diversion programs in ensuring that its services are offered at no cost and that its facilitators reflect the gender, race and age of participants whenever they can. The facilitators are also paid more than a living wage, she added.

“Many diversion programs only use volunteer facilitators, which typically means a select demographic of people… generally older, white, retired folks,” Campbell said. “Plenty of those folks make great facilitators, but the demographic doesn’t represent the diversity of participants we actually service.”

Each month, CVCJ adds one to two new cases, including noncriminal situations such as a conflict between teachers in a school or a harm that those involved in would rather not report to police. CVCJ is also starting to offer training in restorative practices to schools, organizations, and individuals.

“As we know, restorative justice moves at the speed of trust,” Campbell said. “We’re lucky to have the partners we have in the public defender’s office and in both Commonwealth’s Attorneys’ offices. Even with that, turning around a criminal legal system that’s existed for a couple hundred years is like turning around an ocean liner. Luckily, we’re patient people.”

Learn more about CVCJ at .

The process, sponsored by the local commonwealth’s attorneys, will divert criminal cases in Charlottesville and Albemarle County away from traditional proceedings and into a restorative process designed to offer opportunities for participants to reflect upon their decisions and meet with those who have been impacted.

Assistant Commonwealth’s Attorney Shannon Neal Pollack, a 2011 graduate of CJP, was hired specifically for her expertise in the field. She and colleague Samantha Markley have been key promoters of the program, especially in connecting with CJP and EMU faculty expertise and resources. 

Read more about the alumni involved below.

Restorative justice processes have proven to have beneficial outcomes for participants, including those harmed, over proceedings of traditional justice processes, says Tarek Maassarani, visiting professor at CJP and advisor to the project. He has been involved in setting three similar diversion programs in the Washington D.C. metro area and is working with prosecutor’s offices in Arlington and statewide in Nevada.

The program is sponsored in part by a JustPax Fund grant for $8,500, awarded to The Center for Justice and Peacebuilding in October 2021. 

�䴳��’s has also contributed $7,500 to the project to support restorative justice training, facilitator mentoring, and a project coordinator.

The coverage below appeared in the 2021 CJP Impact Report. Click here to learn more about CJP’s work in 2021.

Law enforcement, security, and mediation professionals looking to finish their bachelor’s degree may find a perfect fit in a new concentration at ��ݮ���� (EMU). A new certificate in restorative justice is now available through EMU’s Adult Degree Program, in which adults returning to college earn a bachelor’s in leadership and organizational management. 

The certificate can be earned as part of the leadership and organizational management, or on its own for those who already have a bachelor’s degree. 

When taken in conjunction with the leadership and organizational management coursework, students just add one restorative justice class per semester of their program, to graduate at the same time as their cohort. 

“This is about giving people an opportunity to learn new practices and skills, to think differently about situations in which they find themselves, to seek less harmful outcomes,” said Margo McIntire, program coordinator. “It’s the old adage that if the only tool you have is a hammer then everything looks like a nail.”

McIntire said the impetus for the certificate came from a growing national recognition of the benefits of having restorative justice practitioners in our institutions and communities. 

“Of course, EMU is widely known for its excellence in pedagogy and practice of restorative justice. The time seemed ripe to make this more broadly accessible,” she said. 

Four classes are required to earn the certificate:

• PXD 261 Community and Conflict Analysis Techniques, 
• PXD 331 Restorative Justice and Trauma Awareness,
• PXD 341 Mediation and Facilitation, and
• SOWK 360 Race and Gender.

EMU has been at the forefront of the restorative justice movement for nearly 25 years. To learn more, look for RJ courses in the Summer Peacebuilding Institute in the mid-90s and check out upcoming and past webinars.

Published 3/18/21

Two researchers have taken the pulse of Mennonite PreK-12 education in the United States. Paul Yoder, a professor in ��ݮ����’s teacher education program, partnered with colleague Peter Wiens, a professor at University of Nevada, Las Vegas, to survey nearly 400 teachers from Mennonite Council Schools.

The survey asked educators to reflect on their values and practices as educators, to identify reasons for choosing to work in Mennonite schools, and to evaluate their self-confidence in teaching some of the core tenets of Christian education.

Among the results: Educators in Mennonite schools describe the purpose of Mennonite education as teaching peace and pacifism, social justice, love, restorative justice, and service, among other Anabaptist/Mennonite values.

Further, educators generally feel the context of Mennonite education in which they’ve chosen to work supports them in the goals of building a community with students that shares these values.

Finally, the prioritization of these values reflects a strong and fertile context for the implementation of restorative justice in education, specifically as defined by Kathy Evans and Dorothy Vaandering in the Little Book of Restorative Justice in Education: “Restorative justice in education can be defined as facilitating learning communities that nurture the capacity of people to engage with one another and their environment in a manner that supports and respects the inherent dignity and worth of all.”

Yoder and Wiens reported some of their findings in .* 

In February, they will also report findings at the upcoming Feb. 7-9 in a session titled “Igniting Creativity in Teaching: What Research Has To Say.” In April, they will present a paper at the annual conference of the American Education Research Association in San Francisco.  

Both professors were students at Mennonite K-12 and higher education institutions, and bring varied professional education experiences.

Yoder is a graduate of and ��ݮ����. He taught in Virginia public schools before finishing his doctorate in curriculum and instruction at the University of Virginia.

Wiens graduated from Eastern Mennonite School and Goshen College. He was a teacher and administrator for more than 13 years at K-12 schools, including Penn View Christian School and schools in Taiwan and Niger. He also earned his PhD in curriculum and instruction from the University of Virginia.

*The issue also included articles by Center for Justice and Peacebuilding graduates Katrina Poplett MA ‘19, available behind a paywall, and by Michelle Jackett MA ‘13, in a .

Restorative justice in education can reduce the use of exclusionary discipline, but only if schools do it well, conclude co-authors and professors Kathy Evans, of ��ݮ����, and Anne Gregory, of Rutgers University.

The policy brief, titled “” was released this week by , a university research center housed at the University of Colorado Boulder School of Education. The policy brief was made possible in part by the support of the .����

Evans says their research focus arose in part because many schools are implementing a variety of models of RJE. While this is a positive step, she notes, there’s a large discrepancy in how those models align with the values and assumptions of RJE.

“With all of the mixed findings from some recent national studies, we felt it was important to highlight that some of those mixed findings are the result of ‘mis-implementation models’ that are more about addressing misbehavior and less about creating restorative schools and classrooms,” Evans said. “We believe that while responsive approaches to RJE are important, those won’t be effective without also taking up the proactive approaches.”

Among their recommendations: 

• Schools should adopt principle-based, comprehensive, and equity-oriented RJE;
• RJE be implemented with contextually sensitive, strategic, and long-term plans and practices; and 
• Policymakers and researchers examine change over a minimum of 3-5 years and focus on fidelity of RJE implementation using mixed method designs.

According to an NEPC press release, both researchers view RJE as a comprehensive, whole school approach to shifting school culture in ways that prioritize relational pedagogies, justice and equity, resilience-fostering, and well-being. Each of these elements is important; schools cannot water down the reforms, implementing them in a half-hearted way, and realistically hope to see strong results. Guided by a set of restorative values and principles (such as dignity, respect, accountability, and fairness), RJE practices are proactive and are responsive in nurturing healthy relationships, repairing harm, transforming conflict, and promoting justice and equity. 

The authors present the accumulating evidence that restorative approaches can reduce the use of exclusionary discipline. They describe promising evidence that such approaches can narrow racial disparities in discipline. They also consider some mixed findings related to improving school climate and student development in light of possibly faulty models and misimplementation of RJE. 

Finally, they offer recommendations for comprehensive RJE models and strategic implementation plans to drive more consistently positive outcomes. 

RJE at EMU

Evans is associate professor of education at EMU, teaching undergraduate and graduate courses in educational psychology, special education, and restorative justice in education. 

The university offers a range of degrees in the field of restorative justice, including an MA in Education and graduate certificate focusing specifically on RJE and an MA in Restorative Justice through its globally renowned Center for Justice and Peacebuilding.

Among other professional development offerings, EMU hosts an annual summer RJE conference for educators and other practitioners.  [Join the mailing list and read about the 2019 conference.]

EMU is also the home of the Zehr Institute for Restorative Justice, where Evans is the K-12 area specialist. She will present a free webinar, “,’ on Jan. 22, 2020, from 4:30-6 p.m EST. 

More on Dr. Kathy Evans

Evans has a PhD in educational psychology and research from the University of Tennessee in Knoxville and has focused her teaching and scholarship on ways in which educators participate in creating more just and equitable educational opportunities for all students, including those with disability labels, those who exhibit challenging behavior, and those who are marginalized for a variety of reasons, including race, ethnicity, language, sexual orientation, and gender identity.

She is the co-author of The Little Book of Restorative Justice in Education and has provided interviews on RJE to The Atlantic and ,  among other news outlets covering its growth.

Evans recently contributed the foreword to  “Creating Restorative Schools: Setting Schools Up to Succeed,”(Living Justice Press, 2018) by Dr. Martha A. Brown and was a consultant to educators and community justice advocates in Elkhart, Indiana.

“It takes courage to try to address harms at the systemic level, such as the land theft that is at the foundation of the service; at the institutional level, like culture and climate issues faced by employees throughout the service; and the individual level, things like interpersonal bullying and harassment. None of our organizations is a shining example of doing this well, so it’s a gift to be part of the process of struggle toward change.”

STAR Lead Trainer Katie Mansfield

The National Park Service is focusing on improvement of its workplace culture and climate – and calling in the help of restorative justice and conflict transformation professionals from ��ݮ����’s Strategies for Trauma Awareness and Resilience (STAR) program.

Most recently, STAR trainers conducted a training and facilitated discussion over four days in Philadelphia for 20 federal workers, including five park service superintendents. Its goal? To engage with trauma and resilience experts to help shift workplace culture and build employee satisfaction throughout park service offices in the Northeast.

The event was the second time STAR has worked with the park service and more trainings are being planned, according to STAR Program Director Hannah Kelley.

The inclusion of STAR programming has provided a way into addressing systemic issues within the park service’s unique context, said Rebecca Stanfield McCown, director of the host agency, the National Park Service . “I’m still amazed at the impact of the December workshop, which not only connected each of us to the personal and human side of trauma awareness and restorative practices, but helped us begin to develop a common language around these principles.” 

NPS explores the potential of RJ

The Stewardship Institute is dedicated to helping NPS leaders “move the organization in new directions” through collaboration and dialogue. It began exploring the potential of restorative justice for “employee wellness in the face of harassment and hostility” about two years ago, McCown said.  

At about the same time, Grand Canyon National Park hosted a STAR training. Park administrators were connected with STAR by Sigal Shoham, a 2013 alumna of the Center for Justice and Peacebuilding and an organizational omsbudsman with the U.S. Department of the Interior’s Office of Collaborative Action and Dispute Resolution (CADR). 

Administrators at The Stewardship Institute were especially interested in the beneficial outcomes of the training in Arizona. “When we were looking to understand what role restorative practices could have in addressing harassment and hostility, we reached out to STAR because of the good things we had heard from the staff at Grand Canyon,” McCown said.

She added: “It had been challenging to communicate the potential alignment and benefits restorative practices could bring to the NPS because most of us lacked the language and strong understanding of how it might be applied to our workplaces.”

With STAR programming shaped to that educational goal and outside experts brought in for the facilitated discussion, the Philadelphia training helped the Stewardship Institute shine light on the way forward. 

Positive outcomes

The training was facilitated by STAR Lead Trainer Katie Mansfield and Jonathan Swartz, a restorative justice practitioner and Center for Justice and Peacebuilding alumnus. The participants, including Shoham and other CADR employees, spent 2.5 days learning about the personal and organizational impacts of trauma, concepts and applications of restorative justice, self care, and secondary traumatic stress. 

The remainder of the third and fourth days focused on a facilitated dialogue, during which participants could ask questions of experts in restorative justice, trauma awareness and resilience, truth and reconciliation, and organizational anthropology, including the STAR trainers themselves. EMU professors Johonna Turner and Carolyn Stauffer, who bring expertise in trauma awareness, resilience and restorative justice, contributed to this discussion, which also included cultural anthropologists and other specialists.

One outcome of the final session was strategies and action items to create awareness, implement practices, and build a new culture. 

“I could feel the combination of struggle and inspiration and care among the participants,” said Mansfield “It takes courage to try to address harms at the systemic level, such as the land theft that is at the foundation of the service; as well as at the institutional level, like culture and climate issues faced by employees throughout the service; and the individual level, things like interpersonal bullying and harassment. None of our organizations is a shining example of doing this well, so it’s a gift to be part of the process of struggle toward change.”

The December workshop, McCown said, equipped park service staff to begin “to implement trauma-aware and restorative practices in our individual parks or program culture,” such as developing workshops for more staff. The participants are also working to “identify ways that park leadership can foster workplaces that include restorative practices and trauma-aware leadership.”

The event is a collaboration between EMU’s Center for Justice and Peacebuilding and , a nonprofit organization that advocates for greater education and understanding of criminal justice reforms. Each year, it brings the participation of people of all backgrounds and ages to advocate for structural reforms inside the criminal justice system.

The event will focus on the theme “Breaking the Cycle.” Topics include:

• Transformative and restorative justice
• Innovative programs in reentry
• Addressing childhood trauma
• Addictions and mental health treatment
• Immigration detention and reform
• Workforce training and adult basic education programs
• Therapeutic approaches to reduce juvenile detention
• Partnerships for housing to alleviate chronic homelessness
• Partnerships for housing and employment
• Candidates’ forums for the Nov. 2019 area elections
• marijuana justice: considerations for the Commonwealth.

The Institute, founded in 2012, seeks to facilitate reform and the development of “cost effective, restorative and balanced solutions to address the dysfunctions of the criminal justice system,” according to its website. CEO and founder Nancy Insco has worked as the warden of a Delaware prison, served as director of the Governor’s Office of Justice Assistance in Maryland, and began advocacy programming at Middle River Regional Jail in Verona, Virginia, for incarcerated women, it states.

“We are committed to the widespread education of government officials, and the public, regarding the injustices inherent in the criminal justice processes,” Insco said.

Danielle Arle has prosecuted thousands of crimes over her 27-year career in Belo Horizonte, Minas Gerais, Brazil.