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A Restorative Review of the In-Custody Death of Jason LeBlanc

https://restorativelab.ca/wp-content/uploads/2021/05/Death-in-Custody-2018.pdf

Prepared by: Jennifer Llewellyn, Jake MacIsaac & Heather McNeil

February 2018

Tags: Institutional Abuse / Failures of Care; Healthcare; Workplaces / Professions




“Relational Presence”: Designing VR-Based Virtual Learning Environments for Oral History-Based Restorative Pedagogy

“Relational Presence”: Designing VR-Based Virtual Learning Environments for Oral History-Based Restorative Pedagogy

May 20, 2020

Jennifer Roberts-Smith, University of Waterloo; Justin Carpenter, University of Waterloo; Kristina R. Llewellyn, University of Waterloo; Jennifer J. Llewellyn, Dalhousie University with Tracy Dorrington-Skinner, Victims of Institutional Childhood Exploitation Society (VOICES); Gerald Morrison, Victims of Institutional Childhood Exploitation Society (VOICES); Tony Smith, Victims of Institutional Childhood Exploitation Society (VOICES); and The DOHR Team

Abstract

Relational presence is the core principle of a new approach to designing virtual learning environments (VLEs), which has been developed by the Digital Oral Histories for Reconciliation (DOHR) project (dohr.ca). Presence, normally understood as the sense of being in a virtual environment to the extent that one forgets the environment is virtual, is thought to have significant pedagogical benefits in K–12 experiential learning projects aiming to develop spatial and social competencies that learners can translate into actual-world contexts. DOHR, by contrast, aims to build the understanding needed for learners to address systemic racism in Nova Scotia, through an oral history and restorative justice–based curriculum. To serve this alternative learning goal, relational presence replaces presence. The usual emphasis in VLE design on simulation, interactivity, identity construction, agency, and satisfaction is replaced with new values of impression, witnessing, self-awareness and awareness of difference, interpretation and inquiry, and affective dissonance. This paper introduces relational presence in order to help establish, in the field of VLE design, a productive discourse around issues of justice, representation of marginalized communities, and pedagogy-led design.

Tags: Race / Racial Justice; Schools / Campuses; Institutional Abuse; Child Welfare; Public Inquiries




Nova Scotia Human Rights Commission Decision, Halifax Association of Black Firefighters and Halifax Regional Municipality

The Nova Scotia Human Rights Commission Board of Inquiry Decision Approving Settlement Agreement

Halifax Association of Black Firefighters and Halifax Regional Municipality and Nova Scotia Human Rights Commission

April 2013

Tags: Race / Racial Justice; Workplaces / Professions




Restorative Conversations; Talking about Restorative Approaches and Gender-Based Violence in Nova Scotia

Restorative Conversations: Talking about Restorative Approaches and Gender Based Violence in Nova Scotia

Partners and Contributors:
Mi’kmaw Legal Support Network – Paula Marshall, Executive Director, Staff Team and Elders
Bridges Institute – Tod Augusta Scott, Executive Director
Metro Interagency Restorative Conversations Committee on Family Violence – Dr. Verona Singer, Co-Chair
Be the Peace Institute – Sue Bookchin, Executive Director and Dr. Diane Crocker, Department of Criminology, Saint Mary’s University
Nova Scotia Advisory Council on the Status of Women – Pat Gorham, Director, Programs and Stakeholder Relations

Tags: Gender Justice;  Domestic Violence / Sexual Violence




The Restorative Justice Process at the Dalhousie University Faculty of Dentistry

Report From The Restorative Justice Process at the Dalhousie University Faculty of Dentistry

May 2015, Prepared on behalf of the participants by:
Jennifer J. Llewellyn, Jacob MacIsaac, and Melissa MacKay

Tags: Gender Justice; Schools / Campuses; Workplaces / Professions; Healthcare




Harmful Impacts: The Reliance on Hair Testing in Child Protection, Motherisk Commission

Report: Harmful Impacts: The Reliance on Hair Testing in Child Protection

Report of the Motherisk Commission

The Honourable Judith C. Beaman
Commissioner, February 2018

Tags: Institutional Abuse; Healthcare; Workplaces / Professions; Child Welfare




Journey to Light: A Different Way Forward, Restorative Inquiry The Nova Scotia Home for Colored Children

Journey to Light: A Different Way Forward, Restorative Inquiry The Nova Scotia Home for Colored Children

Final Report of the Restorative Inquiry – Nova Scotia Home for Colored Children

The Nova Scotia Home for Colored Children Restorative Inquiry was established following a 17-year journey for justice by former residents of the Nova Scotia Home for Colored Children (NSHCC, or the Home). It was established under the authority of the Public Inquiries Act following a collaborative design process involving former residents, Government, and community members.

This public inquiry was the first of its kind in Canada to take a restorative approach. The Inquiry was a part of the Government of Nova Scotia’s commitment to respond to the institutional abuse and other failures of care experienced by former residents of the Nova Scotia Home for Colored Children.

Tags: Race / Racial Justice; Institutional Abuse / Failures of Care; Child Welfare; Public Inquiries




Bridging the Gap between Truth and Reconciliation, Restorative Justice, and the Indian Residential School Truth and Reconciliation Commission

Article: Bridging the Gap between Truth and Reconciliation, Restorative Justice, and the Indian Residential School Truth and Reconciliation Commission

Jennifer Llewellyn, Schulich School of Law, Dalhousie University, 2008