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.

1. Sewsen’s slides
Toronto the Good

2. Kiss Your Assets
An Ecological approach to building Restorative Zones

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,

7. Raccoon circles……and
intro’s

8. What are your assets? Gifts of the……..

9. What are your assets? Gifts of the……..

10. Thinking Ecologically
It takes a whole village……or a workshop audience!

11. It takes a whole
village to raise a
child…
heal that child….
restore that child.

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

15. What are Your Restorative
principles and practices?

16. From our point of View
The Ecology of a College Program

17. The CYW program
becomes a
Restorative Zone
A different form of Evolution

18. CYW Student (450)
Classroom/Field (2002-
2015)
Faculty
awareness/research
(2002-2004; 07; 14)
Extra curricular/training
and projects (2005-2015)
Curriculum/Program/Policy
(2007-2015)
Restorative Practices Pillar

19. The Pillars of the
CYW Curriculum

20. Restorative Practices
The Four Pillars of the CYW
Curriculum
Ecological
Perspective
Resiliency Anti-
oppression
Framework

21. Resiliency
Assets
Internal
External
The Place where the story gets rewritten
Individual……system

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

23. A Human Rights, Anti-oppression
Framework
Power over

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.

31. Restorative Practices
TransformVoice
Fair Process

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

33. Clips of Evan and Ashley

34. From CYW to Restorative
Practitioner

35. “14 years an Idea”
Social Innovation
OR

36. The Restorative HUb
Part of the Social Innovation Hub

37. 2015-2016

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

41. • Social
Theory of Change

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

44. Football metaphor
 Hit ‘em hi!
 Hit ‘em low!

45. Create grassroots
knowledge/skills

46. Create pressure for
change

47. Theory of Change
Pedagogical
Project Based Inquiry

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

52. Just us: A hub for restorative
practices

53. A Hub would

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

56. International
Experiences: Jamaica
Amy Taylor-
Alternative School with an Alternative
Sewsen Igbu-
Trauma Focused: Compassionate Witnessing and
Listening
Lindsay Masterson-
Supporting Voices

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”

59. Alternative within the
Alternative School
Amy’s Part

65. .

69. Youth describing the activity titled ‘The Three Selves’.

70. International Experiences:
Jamaica-cont’d

73. International Experiences:
Jamaica-cont’d

77. International Experiences:
Jamaica-cont’d

81. International Experiences:
Jamaica-cont’d

83. International Experiences:
Jamaica-cont’d

86. Sewsen’s Part
Trauma focused: Compassionate witnessing and
listening

87. Sitting in the Fire

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

89. Compassionate Witnessing
and Listening

92. International Experiences:
Jamaica-cont’d

94. The elementary school as
an ecological zone
 Parents,
 students,
 teachers,
 the environment

95. Peaceful peacemakers
Grade 6’s

97. THE EMPATHY CARD GAME

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

105. Restorative Parenting:
Welcome to the
Revolution
Where action research meets action!

106. http://www.safersanerschools.org/articles.html?articleId=553

107. Parenting: A Forever “Job”
Parenting
Hopes
Dreams
Wishes
Concerns
Fears
Expectations
Parenting
Hopes
Dreams
Wishes
Concerns
Fears
Expectations

108. Restorative Parenting
Parenting
Hopes
Dreams
Wishes
Concerns
Fears
Expectations
Parenting is
Forever
Parenting
Styles
Praise,
shame or
raise
The deed
and the
doer
Doing the
Right thing;
5C’s
The Brain:
Under
construction
Let’s talk;
Restorative
Questions

109. Student lead hub Projects
The Hub goes to work

110. The Breathing Room
Developing a Space for Grief and Loss

111. A community centre

112. Walking the Talk: A Cure for the
“Walking Dead” and sitting still
Student lead hub management
using peacemaking circle
principles, processes and structures

113. The Restorative Campus &
Residence

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

116. Tough
Case

118. A Gift of Hands for the
Village

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