This document outlines an agenda for a workshop on restorative practices. It includes:
1) An icebreaker activity using circles to introduce participants.
2) A discussion of restorative principles and the four pillars of an ecological, resiliency-based, anti-oppression curriculum.
3) Presentations on implementing restorative approaches in educational programs, including experiences in Jamaica, and developing a restorative campus and residence.
4) An exploration of using restorative questions and compassionate listening in tough cases.
5) A call to action for participants to contribute their gifts to building community through restorative work.
3. Topic Person Resp Time
Intro 5
Icebreaker; Raccoon
Circles
Audience 10
The Ecology; Draw and
Fill
Audience 5
RP Principles Audience 5
The CYW Program &
Pillars of Curriculum
Evan
All 20 min
SIHUB: The Incubator Rick 5
Theory Of Change:
Two
Rick 5
RJ Hub: Chickens and
Eggs
Rick 5-10
Jamaica 5
Alternative school
within
Amy 5
4. Topic Person Resp Time
Trauma informed:
Compassionate
witnessing & Listening
Sewsen 5 min
School as restorative
zone: Parents,
teachers, students
Rick 5
The Breathing Room Rick
A Community Centre Rick
A Template for
management meetings
Rick
The Restorative
Campus/Residence
Rick
Tough Case: A Play Rick
A Gift of Hands for the
Village
All
5. “You are all my
relatives”
I come from Toronto “where the trees are in the water”;
Ontario, and you speak of Skanadariio, the “handsome
lake” ;
Kanata, is “the village” ;
What traditional lands do you come from?
6. the Delaware Nations and Peoples lived there, but there are
so many Native Peoples included in the Delaware. The
Lenape, which I believe is another name for the Delaware,
lived there.
"Buckongahelas (c. 1720–1805) and His Son Mahonegon" by the
late Ross Straight,
11. It takes a whole
village to raise a
child…
heal that child….
restore that child.
12.
13. Community Assets Map
Businesses
Churches Block Clubs
Schools
Cultural Groups
Community CollegesHospitals
Youth
Parks
Elderly
Labeled
People
Artists
Libraries
Income
Local Institutions
Citizens’ Institutions
Gifts of Individuals
Source: Building Communities from the Inside Out by John Kretzmann and John McKnight
14. …the individual is deeply rooted
in the community and their
personal identity is defined by
what they give and get from
their the community.
Tantitia Reflections…after to going to South Africa
22. The Ecology of Development
“It takes a whole village
to raise a child.”
Peers
Family
School
Neighbourhood
Culture, values,
beliefs
Socio-cultural forces
Faith
Workplace
24. Definitions of Concepts
• Anti-Oppression framework in the Child and Youth Work program at
George Brown College is defined as an outlook for understanding,
identifying and working with oppression.
• Oppression is systematic and pervasive mistreatment of individuals based
on their membership in various groups that are disadvantaged by the
institutionalized imbalance in social power in a particular society.
• Anti-Oppression Framework is important for Child and Youth Workers
because we work with diverse populations that are most at risk,
marginalized and socially excluded. Children and youth who are socially
de-valued have their access to societal resources limited.
25. Child and Youth Work and
Anti-Oppression Framework
• Marginalized children’s and youth voices are not heard or silenced,
their identities are contested or denied, their protests are ignored
and overall excluded from useful participation in social life.
• Hence, social marginalization of children and youth has disastrous
effects for them, their community as well as society.
• Therefore, it is critical that we, as Child and Youth Workers,
incorporate an Anti-Oppression framework into our work.
26. Three M ethods to combat
oppression and redress power :
• There are three methods that we can employ to imbalance:
• First, we must challenge oppression and discriminatory
practices, behaviors and language
• Secondly, we must practice personal responsibility by
confronting ourselves and our own roles of privilege and
oppression. Reflect.
27. • Are we speaking with authority? Why? Do we
deserve that authority?
• Are we talking down to people? Are we
making them feel safe?
• Are we making judgments, assessments and
decisions about children and youth based
on our own beliefs?
• Are we actively listening to the needs of
children and youth, their family and
community members?
Questions for intentionality:
28. What is Restorative about
the questions?
Power
Voice
Removal of labels
Relational
Choice
29. Third Method
Third, Child and Youth Workers can
challenge oppression by empowering
children and youth who are oppressed
to critically address social injustice.
30. Blending an Anti-Oppression
Framework and Restorative
Practices:
• Anti-Oppression Framework enhances restorative practices
because it looks at the complex and intersectional categories that
form individual’s identities as well as involvement in the justice
system as either victims and/or perpetrators.
• To truly address power imbalances and numerous forms of
oppressions in society, we have to integrate concepts of classism,
homophobia, heterosexism, sexism, racism, ableism and ageism
because these categories have concrete and devastating effect
on groups of people.
• Without an Anti-Oppression Framework to guide Restorative Justice,
the outcome will not be substantial to change communities nor
society. To make meaningful transformation, Restorative Justice
must challenge oppression at every level.
32. Field Practicuum Ages: 6-42
Focus
Promotion
Prevention
Early Intervention
Treatment
Crisis Intervention
Locations: 350 Partners
Schools (6 Boards)
Residential
Child Protection
Open Custody
Psychiatric Facilities
Alternative Education
Community Centres
Boys and Girls Club
Shelters
Nat’l Ballet School
Children/Youth Mental
Health programs
Jamaica;
Prisons/Schools
Art based storefront
Presenting Problems:
Behavioural,
Social,
Emotional,
Mental Health,
Cognitive,
Developmental,
Psychiatric,
Systemic
1200 plus hours in Field
38. Who We Are
The Social Innovation Hub (SIHub) of George Brown College is an
early stage incubator and connector for the generation of
innovative ideas, projects and social enterprises.
39. When the other becomes
an abstraction, we have
lost the relationship
40. “ If you cannot do
great things, do
small things in great
ways.”
Napolean Hill; Tanitia reflects on South Africa
42. 'Sometimes there's truth in old
clichés. There can be no real
peace without justice. And
without resistance there will be no
justice.'
—
Arundhati Roy
49. New Model for Gold Standard Project Based Learning
(PBL)
Sustained
Inquiry
Authenticity
Student
Voice &
Choice
Reflection
Critique &
Revise
Public
Product
Challenging
Problem/Question
50. 21st Century Skills
“The objective of 21st
Century learning is to build
capacity in areas that
promote a resilient society”
FutureTense : ADAPTING CANADIAN EDUCATION SYSTEMS FOR
THE 21ST CENTURY
51. 21st Century Skills
Creativity, entrepreneurship and innovation:
Critical thinking:
Computer and digital literacy:
Character: global citizens
Collaborate
Demonstrate ethical behaviour
55. Just Us :
A Hub for
Restorative
Practices
1)Training/
Workshops
2) Certificate
Education
3) Research
4) Program
Development
5)
Presentations/
Publications
6) Resource
Development
7)Project
Initiatives/
SHSM
8)The
Restorative
Campus &
Residence
9)International
Placements
58. Dynamic elements of
Jamaican culture
Culture of “eye for an eye”
Nested on wide spread enforced poverty
Low literacy and educational levels
Leading to survival efforts to cope
Leading to criminal presence (Don’s)
And the luring of the young into lives of crime
BUT………
Strong sense of pride of nation and culture
High level of spirituality
Governmental efforts to curb the culture of “retaliation”
88. Sitting in the
Fire
Witnessing and
Compassionate
Listening
Truth Telling
Learning the
Language of
Emotions
Developing
Empathy
A Place to
Grieve
Honoring the
Harm
104. References
Calbreath, W., & Crews, M. E. (2011). Peer mediation and middle school
students. Perspectives in Peer Programs, 23(1), 3+. Retrieved from
http://go.galegroup.com/ps/i.do?id=GALE%7CA266140263&v=2.1&u=rpu_mai
n&it=r&p=AONE&sw=w&asid=1da015111df47f0e2bfb281e4dbc1382
Dudley, B., Johnson, D. W., & Johnson, R. T. (1992). Effects of peer mediation
training on elementary school students. Mediation Quarterly, 10(1), 89.
Retrieved from
http://ezproxy.lib.ryerson.ca/login?url=http://search.proquest.com/docview/1
308421112?
accountid=13631
Kelly, R. (2009). Draw a circle and be sure to include me in it: Restorative
practices with children under 12. Relational Child and Youth Care Practice,
22(1), p. 18-30. Retrieved from
http://web.a.ebscohost.com.ezproxy.lib.ryerson.ca/ehost/pdfviewer/pdfview
er?sid=d29d22ab-e2dc-49c8-988a-
8da2a8ee2b08%40sessionmgr4004&vid=2&hid=4106
Reimer, K. (2011). An exploration of the implementation of restorative justice in
an Ontario public school. Canadian Journal of Educational Administration
and Policy, 119, 1-42. Retrieved from
http://www.umanitoba.ca/publications/cjeap/pdf_files/reimer.pdf
Sellman, E. (2011). Peer mediation services for conflict resolution in schools:
What transformations in activity characterise successful implementation?
British Educational Research Journal, 37(1), 45-60.
doi:10.1080/01411920903419992
112. Walking the Talk: A Cure for the
“Walking Dead” and sitting still
Student lead hub management
using peacemaking circle
principles, processes and structures
114. The ask
Hi Ric: I hope this new year is treating you well, as you may or
may not know, I have a new role this year. I am reviewing
how we as a college deal with student non-academic
complaints, as part of that process I have been doing a scan
of best practices at other colleges and universities in the GTA
and talking to Chairs throughout the college on what they
would see as a supportive environment for them in dealing
with the types of issues that typically come to them. I have
also been chatting with Coordinators and others. I am
committed to developing a student code of conduct ( re-
writing it) and a “ disciplinary procedure” ( would like to
change the name of that !) ; through a new lens- one that
emphasizes where appropriate a restorative approach so we
are encouraging students to develop their communication
and interpersonal skills while at the same time moving
towards a healing and responsibility model. Anyway , I was
hoping you and I could find some time to chat about what I
have learned other colleges and universities are doing in
terms of a restorative model, would like to get your input into
this early.
Dale Hall; Student Concerns Manager
Academic and Student Affairs
115. The Restorative Campus &
Residence
Request Restorative
Culture of care Repair, restore, transform
Value based code of
conduct
Fair & care process
Spectrum Continuum
Integrated systems From engagement to
high conflict
Circles of care Wraparound community
119. Summary
You are your own asset
You may be alone
But you are not alone
Remember the “power of one”
And the story of the starfish
It matters to you
And likely someone else
So
Loch heim, slante and remember to kiss your assets!
All parties consenting of course!
120. “Your pain is my
pain, my wealth is
your wealth, your
salvation is my
salvation.”
Ubuntu