What is restorative justice?: How an inside-out class rewrote tragedy”Hamlet” has endured the ages, embodying timeless themes of the human condition. But what if its tragic ending — with every character meeting their demise — was rewritten?This concept became a reality through an innovative inside-out class at Duquesne University. These courses uniquely unite college students and incarcerated individuals in shared classrooms, shifting the narrative from punishment to restorative justice through equal learning.Learning together Inside-out courses are no ordinary academic endeavor. Professor Lori Pompa originated them in 1997 at Temple University.This program brings college students into prisons to collaborate with incarcerated individuals.Classes originated with an ethos of restorative justice, shifting the focus from punishment and judgment to restorative justice. The practice has spread across the U.S., including at Duquesne University in Pittsburgh, Pennsylvania. Sociology professor Norman Conti, who has taught at Duquesne for 20 years, emphasizes the power of learning side by side with incarcerated individuals. “You’re not studying them or helping them,” he explains, “You’re all learning together.” Participating in these classes allows students to view the prison system beyond textbooks, while incarcerated individuals gain exposure to the best of liberal arts education.The experience is transformative for both groups. Initially, there is anxiety — to the students, prisons are an unfamiliar environment; to the incarcerated, meeting college students can challenge self-perceptions. Yet, soon they discover shared intellect and curiosity. “They’re always just as smart,” Conti says.Rewriting ‘Hamlet’: A restorative twistRecently, one inside-out class collaborated on a reimagination of “Hamlet.” Guided by professors of sociology, philosophy and theater, the combined group set out to “ruin” the tragedy. Instead of letting everyone perish due to miscommunication, students proposed a restorative justice framework. The characters were placed in dialogue, a solution to Hamlet’s “fundamental problem,” according to Conti.Students embodied their assigned roles, engaging in a roundtable discussion to roleplay how mutual accountability and empathy might save their characters. Remarkably, this exercise ended not in tragedy, but in collective survival. For one incarcerated participant, Shawn Daniels, the experience was life-changing. “I always wanted to be an actor,” he shared.Transformation beyond the classroomThe impact did not stop there. Daniels’ dynamic participation inspired Conti to write a letter on his behalf to the judge overseeing his case, advocating for his release. Daniels was granted his freedom after serving an amended sentence. Conti describes it as a “once-in-18-years” kind of success, highlighting the profound potential of such programs.Restorative justice as a bridgeThese courses illustrate that addressing systemic change requires more than punishment or workforce development; they reveal the importance of addressing the whole person. Students and incarcerated individuals alike gain exposure to ideas and worldviews they may never have encountered otherwise.Conti stresses the broader importance of fostering dialogue: “We all have to learn how to talk to each other. Don’t be a spectator. Find a way to do something. Find a way to talk to someone who you’re not supposed to talk to. Find a way to love and respect these people that you see as so different from you, then you have real conversations.”
What is restorative justice?: How an inside-out class rewrote tragedy
“Hamlet” has endured the ages, embodying timeless themes of the human condition. But what if its tragic ending — with every character meeting their demise — was rewritten?
This concept became a reality through an innovative inside-out class at Duquesne University. These courses uniquely unite college students and incarcerated individuals in shared classrooms, shifting the narrative from punishment to restorative justice through equal learning.
Learning together
Inside-out courses are no ordinary academic endeavor. Professor Lori Pompa originated them in 1997 at Temple University.
This program brings college students into prisons to collaborate with incarcerated individuals.
Classes originated with an ethos of restorative justice, shifting the focus from punishment and judgment to restorative justice.
The practice has spread across the U.S., including at Duquesne University in Pittsburgh, Pennsylvania.
Sociology professor Norman Conti, who has taught at Duquesne for 20 years, emphasizes the power of learning side by side with incarcerated individuals. “You’re not studying them or helping them,” he explains, “You’re all learning together.” Participating in these classes allows students to view the prison system beyond textbooks, while incarcerated individuals gain exposure to the best of liberal arts education.
The experience is transformative for both groups. Initially, there is anxiety — to the students, prisons are an unfamiliar environment; to the incarcerated, meeting college students can challenge self-perceptions. Yet, soon they discover shared intellect and curiosity. “They’re always just as smart,” Conti says.
Rewriting ‘Hamlet’: A restorative twist
Recently, one inside-out class collaborated on a reimagination of “Hamlet.” Guided by professors of sociology, philosophy and theater, the combined group set out to “ruin” the tragedy. Instead of letting everyone perish due to miscommunication, students proposed a restorative justice framework. The characters were placed in dialogue, a solution to Hamlet’s “fundamental problem,” according to Conti.
Students embodied their assigned roles, engaging in a roundtable discussion to roleplay how mutual accountability and empathy might save their characters. Remarkably, this exercise ended not in tragedy, but in collective survival. For one incarcerated participant, Shawn Daniels, the experience was life-changing. “I always wanted to be an actor,” he shared.
Transformation beyond the classroom
The impact did not stop there. Daniels’ dynamic participation inspired Conti to write a letter on his behalf to the judge overseeing his case, advocating for his release. Daniels was granted his freedom after serving an amended sentence. Conti describes it as a “once-in-18-years” kind of success, highlighting the profound potential of such programs.
Restorative justice as a bridge
These courses illustrate that addressing systemic change requires more than punishment or workforce development; they reveal the importance of addressing the whole person. Students and incarcerated individuals alike gain exposure to ideas and worldviews they may never have encountered otherwise.
Conti stresses the broader importance of fostering dialogue: “We all have to learn how to talk to each other. Don’t be a spectator. Find a way to do something. Find a way to talk to someone who you’re not supposed to talk to. Find a way to love and respect these people that you see as so different from you, then you have real conversations.”
