Chris Marshall, the inaugural holder of the Chair in Restorative Justice in the School of Government at Victoria University of Wellington, speaking at the International Restorative Conference in Halifax, Nova Scotia, Canada on June 27, 2016.
Tags: Workplaces / Professions
Tags: Workplaces / Professions
Paul Nixon, the Chief Social Worker for Child, Youth and Family for the Ministry of Social Development in New Zealand, speaks at the International Restorative Conference in Halifax, Nova Scotia, Canada on June 27, 2016.
Tags: Workplaces / Professions; Child Welfare
Saleem Tariq, the Chief Officer of Children’s Social Work for Leeds City Council in the UK, speaks at the International Restorative Conference in Halifax, Nova Scotia, Canada on June 27, 2016.
Tags: Workplaces / Professions; Child Welfare
Moana Eruera, a registered Social Worker and Principal advisor Māori for New Zealand’s Child, Youth and Family services, speaks at the International Restorative Conference in Halifax, Nova Scotia, Canada on June 27, 2016.
Tags: Institutional Abuse / Failures of Care; Healthcare; Child Welfare
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
A restorative approach is key for a new normal after COVID-19
Social distancing has shown us that our siloed and fragmented social systems and services will be stronger with more integration and interconnection.
by Jennifer Llewellyn, Kristina Llewellyn June 15, 2020
Tags: Schools / Campuses; Child Welfare
May 20, 2020
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
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
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