Included Programs

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Ms Michelle Stowe

Ireland

Growing a restorative school is about embracing and living the restorative philosophy, which is based on a shared awareness that we are all profoundly relational, interconnected and inherently good.

Ultimately, it is about creating relational learning communities and cultivating whole-school preferred practices that honour this understanding. Reflective practice and ‘Ubuntu Learning’ (Unlearning) is essential for sustainability and the relational compass that the school communities that I get to work with and I are using to light the way on our restorative journey.

Ubuntu is the South African word which relates to our shared humanity, our interconnectedness; I am because you are! It is the heart of a restorative culture which is where our values and actions match – an operational culture. Reflective and relational thinking, learning and unlearning practice, interrogating our assumptions, and modelling relational pedagogy are key to sustainable and consistent practice, to systemic change that the whole school community are at the heart of.

Gregory & Evans(2020) mis-implementation model highlights the starts and stumbles of schools and in my share I outline my Connect RP model that counters this and maybe transferable to your context; offering a continuous reservoir, a distributed leadership (an Ubuntu Team), and a reflective community that will be key to sustaining a relational culture and growing a restorative school – from intention to everyday practice! Supporting schools in growing a restorative culture that puts people and relationships at the heart of the community is my passion. I am grateful for the work I get to do, for this Relational Schools community and for the knowledge that the life that I am living is the same as the life that want to live in me.

Mali Parke

United States

Schools have one of the most important mission in our communities. And some of the most devoted hearts and minds to it. Learning science has provided us so many tools but have we forgotten some of the basic of what makes someone ready - and excited - to learn? In this presentation, we'll review some of the neuroscience behind what supports our brain to turn away from learning mode and into "behaviors" or "attitudes". We'll explore a roadmap to not only understand the reactions but also set up a restorative pathway to belonging and learning engagement. And we'll map out the collective and systemic practices needed to make our schools safe and brave spaces of learning.

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Mr. Rick Kelly

Canada

Any discussion of relational practice in education needs to begin with a discussion of the purposes of education. As the Cheshire cat said to Alice, “if you don’t know where you are going, it doesn’t really matter you are going”. However, at this time in the midst of two isms, COVIDISM and anti-Black Racism, purpose is paramount. There are those who are calling for fundamental change, transformation, decolonization and abolition. This workshop positions itself within the context of these challenges and reimagines the purpose of education as a fundamental contributor to the well being of societies and the fostering of an engaged citizenry focused on social justice and equity. As a form of future thinking this discussion look backwards and sideways and draws on Indigenous and Afrocentric ways of seeing, knowing and being that centres our interdependence and responsibility to all living things and the natural world. Adding to these traditions the discussion embraces ecological and posthuman thinking which allows one to imagine a restorative ecosystem that anchors pedagogy, practice and justice. In so doing it centres the voice of those most affected, aims to authentically engage and build community and ensures inclusivity as a vital foundation in the work

Simon Flowers and Lucie Lakin

United kingdom

What were the essential commitments from leaders, governors and managers that allowed a restorative and relational approach to flourish and become the central force for change and quality. Simon Flowers and Lucie Lakin will discuss this and the impact of restorative practices on their school on over the last 8 years.

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Ms. Danielle Mcgettigan

Canada

This session will the based on the findings of my research and thesis so far, entitled "The K-12 School Experiences of Incarcerated People in Newfoundland and Labrador". It is a phenomenological multiple case study framework. I am looking to shed light on the stories of my participants, a population of people that is seldom heard from. This will provide an opportunity for others to see the value and wisdom in their stories. The intent is to encourage discussion among educators/stakeholders on the topic and begin asking valuable questions as to how we can listen to the participants' stories to inform our practice. I was selected as a presenter at the 2020 National Restorative Justice Symposium.

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Mr. Adam Voigt

Australia

Leading for culture, relationship and connection in a school community is as important as it is fraught - due largely to how vague and uncertain our definition of culture actually is.

And so, we find ourselves as School Leaders in a vexed position. We know that the culture of our school is critical for reaching our targets ... but we're not sure enough about what we mean by culture to commence working on it.

This presentation is a highly dynamic and thought-provoking experience where we'll establish:
* an agreed definition for School Culture.
* a common methodology for your school's cultural work. That methodology is what we're describing as RP2.0 ... a next level of Restorative Practices.

RP2.0 is about establishing three key leadership foci in your school:
* Language - impacting the words used by educators as a fundamental cultural driver.
* Conduct - establishing a clear, concise and gradually releasable approach for conflict ... and also for our instructional model.
* Mindset - a new way to view our work as leaders that frees us from prohibitive dogma and habit.

Quite simply, this session offers a new frontier of School Leadership. Let's cross that frontier together.

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Mrs. Skye Bowen

Canada

This workshop will discuss the critical need to re-think how restorative justice in education should be approached in schools. Skye will bring awareness to the Afro-Indigenous history of restorative justice and how to unpack our own bias, privilege, and power to be game-changers and relational activists/healers. This engaging workshop will bring perspective for creating authentic RJ communities centred on relationships, youth empowerment, and social justice advocacy. We will unpack how social justice and racial identity need to be a key part of the work in restorative justice and how to lead school communities with a focus on collective liberation. RJE has the potential to change the culture in order to change the game. Who's ready?

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Joe Brummer and Team

United States

This presentation would be with a panel of students, along with the coordinating adults, trained in circle keeping in a school in Middletown, Connecticut. Students were trained in March of 2020 just before schools closed for the pandemic. They then spent their summer using zoom for a once a week virtual circle where they have been learning about each other and the principles of restorative justice. This panel will stress the important of student voice in starting and sustaining a relationship based school ecology.

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Dr. Lindsey Pointer

United States

Grounded in an understanding of restorative pedagogy, a paradigm of teaching in alignment with restorative values and principles, this presentation will introduce games and activities for teaching restorative practices. Games and activities are a great way to introduce your school community to restorative practices because they provide a way for learners to experience and more deeply understand restorative approaches while building relationships and skills. These games can be used in professional staff trainings or with youth in the classroom to develop and encourage skills and principles related to restorative practices. In addition to being fun and decreasing resistance to new ideas, game-based learning allows a safe environment to test out new skills, make mistakes, or create a microcosm of a larger social issue. Teaching in a restorative way also redistributes power and truly honors learners’ voices, experiences and perspectives.

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Carmen Zeisler

United States

The "River of Cruelty" is a metaphor for the manner in which cruel behaviors move freely through generations. This "river" can be invisible and secretive or it can be a loud, oppressive force. It's described as a river as it flows from parent to child, and generation to generation, over and over. This session is a brief experiential look at how this river flows, allowing us to see how each of us have entered the river, because understanding this river is crucial in understanding the process to getting out. And in order to help someone else out, we need to be on dry land ourselves. Featuring: Katie Perez, Ginger Lewman, Carmen Zeisler, and Rebecca Lewis-Pankratz.

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Mr. Eric Rainey

United States

In direct response to the traditional “In-school suspension”, Dr. Angela C. Monell envisioned and created a space where students can reflect, examine, and restore. With carefully selected staff, Social Emotional Learning practices, and a daily focus of introspection and restoration versus punishment, the idea is that students will be successful. By strategically selecting socially and emotionally centered educators, Restoration Station educates, advises, and supports students in the space and after they leave. Monell was meticulous in the creation of this two-staff model as it provides a “wrap-around” feel and students are not only seen in the space but are also provided with focused follow-up and coaching several days beyond their behavioral incident. Shortly after its inception, Monell upgraded the restoration station model with the implementation of restorative practices, guided by Eric Rainey, licensed trainer for the International Institute of Restorative Practices.

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Dr. Dorothy Vaandering

Canada

Radical Love or Re-colonization: Why Theory Matters for Restorative Justice Education

Having been involved in restorative justice education for 20 years now, the trends I witness are both encouraging and disturbing. We long for sustainability of restorative justice education, yet are we truly willing to do the hard work required? In this session, I weave together stories and theory to challenge us all to better recognize if our efforts are perpetuating systemic oppression and harm or nurturing spaces of radical love.

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Deborah Mitchell

United Kingdom

Deborah Mitchell RJ specialist and Les Hall, School Principal, make a joint presentation, demonstrating the collaborative approach at the heart of Restorative Practice in education. They discuss their working partnership and the school’s Restorative journey over the last five years: how to keep the vision alive, embedding long-term cultural change and integrating Restorative Practice with other initiatives. They will include investing in the leadership of young people not traditionally picked as leaders, and valuing their experience, their perspectives and insights. Also investing in students’ capabilities for passing on Restorative Practice learning to younger students. They discuss their commitment to use and promote Restorative Practice to develop understanding, knowledge and skills for tackling identity-related harm, both interpersonal and systemic, especially racism. Viewing Restorative Justice as a global movement, they support young people to lead both through their interpersonal use of Restorative skills and knowledge, and through community building /tackling environmental harms/developing social justice activities, as visible global citizens.

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Dr Belinda Hopkins

United Kingdom

I offer a systemic model aligning core beliefs, models of practice and applications which can help transform leadership, staff interactions with each other and ultimately the whole school community.

In this film I talk to three different senior managers who have been using this model to implement and sustain a whole-school restorative approach over many years. Each is or was a senior leader in a different setting – secondary, primary and special (for young people with complex learning needs and behavioural challenges).

A short resource will be available to download for people to read more about what I call the 5:5:5 restorative practice model.

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