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THE CHALLENGE:
THE CHALLENGE:
Your design challenge is to create a plan for developing restorative practices that can help to dismantle racism and other discriminatory behaviors in our school.
Your design challenge is to create a plan for developing restorative practices that can help to dismantle racism and other discriminatory behaviors in our school.
Some Questions to Consider:
Some Questions to Consider:
What might restorative practices look like in all aspects of the school community?
What does it mean to be an anti-racist ethical ally?
What role might different community members play in supporting restorative practices?
How can we use restorative practices to help build empathy and understanding between members of our community?
Possible Actions:
Possible Actions:
Actions to consider could include developing core essential agreements to establish our school culture; having a system for students to be trained to support the work (ethical allies) and thinking about how we bring someone back into the community after an incident has occurred. You may also want to develop a plan for building relationships with external supports, such as the local police and anti-racist networks.
Panel Guest for Restorative Practices
Renée Larivière is the Senior Director of Programmes at Interpeace .
Renée Larivière is the Senior Director of Programmes at Interpeace where she provides strategic leadership and oversight of the organization’s peacebuilding work worldwide. Operating in the complex environments of fragile societies she has extensive experience in working closely with the different stakeholders that have an interest in building sustainable peace.
Her experience in more than 30 countries includes a focus on people’s engagement with violence, conflict management and promoting a resilience and conflict transformative approach. Inspired by the lessons emerging from her work in conflict settings, she led a project in Sweden to better understand the dynamics of social exclusion and integration, and assist Swedish society in promoting a more inclusive culture.
Renée came to Interpeace in 2007 with field experience from Peru, Pakistan and Indonesia. While her focus has always been related to supporting fragile societies, her past work has been connected to conflicts relating to natural resources and working with vulnerable and indigenous groups affected by the mining industry. While in Peru, working for Grupo GEA, Renée was also Visiting Professor at the Post Graduate School of La Molina National University. Renée has also worked for the Canadian International Development Agency (CIDA).
Renée is Canadian and holds a Masters in Environmental Sciences from the University of Sherbrooke and a Bachelor’s degree from the University of Ottawa.
RESOURCES TO SUPPORT YOUR INQUIRY
ISL EVIDENCE TO CONSIDER:
ISL EVIDENCE TO CONSIDER:
Understanding where we are to help us plan our way forward
Understanding where we are to help us plan our way forward
The High Articles
The High Articles
-Thank you, Rafa
Issue 76 (October 2018): "White History Year" (Pia Tiwari and Heloise Coubat, page 6), and "This is not Lit" (Suhasini Mehra, page 9)
Issue 77 (November 2018): Letter to the Editor (Jeremy Lloyd, page 4) . "Fifty shades of white" (Khwaish Vohra, page 5). "Colour Films" (Salim Markabi, page 11)
Issue 78 (December 2018): "Humans don't swarm" (Mark Besson, page 7). "When the screen does not reflect you" (Suhasini Mehra, pages 10-11).
Issue 80 (March 2019): A debate on International Day (Elif Civelekoglu and Pia Tiwari, pages 10-11)
Issue 85 (November 2019): "That is racist" (Cloe Uzoukwu, page 3)
Issue 86 (December 2019): "The N-word" (Mark Besson, page 8)
Issue 88 (March 2020): "#StaffSoWhite" (Tanvi Anand, page 3)
A few articles in our online edition, High Fever: What it is like to be a person of color in this world today (Khwaish Vohra); Racism at ISL (Carlijn van der Weijst)
Educators across the nation recognize the importance of fostering positive, healthy school climates and helping students learn from their mistakes. Increasingly, they are partnering with parents, students, district officials, community organizations, and policymakers to move away from harmful and counter-productive zero-tolerance discipline policies and toward proven restorative approaches to addressing conflict in schools.
A new toolkit released today aims to help educators better understand what restorative practices are and how they foster safe learning environments through community building and constructive conflict resolution.
Restorative Practices in Schools: Research Reveals Power of Restorative Approach, Part I
Restorative Practices in Schools: Research Reveals Power of Restorative Approach, Part I
Written by Abbey J. Porte
Restorative practices promotes inclusiveness, relationship-building and problem-solving, through such restorative methods as circles for teaching and conflict resolution to conferences that bring victims, offenders and their supporters together to address wrongdoing. Instead of punishment, students are encouraged to reflect on and take responsibility for their actions and come up with plans to repair harm.
What is Restorative Practice? Watch to find out.
Filmed at Bunche High School, this video is a collaboration between Oakland Unified School District and Restorative Justice for Oakland Youth.
The video combines footage from the circle with interviews of the re-entering student and the circle facilitator.
Dan Reisel studies the biology of change, including our ability to rewire our own brains. And he asks a big question: Instead of warehousing these criminals, shouldn't we be using what we know about the brain to help them rehabilitate? Put another way: If the brain can grow new neural pathways after an injury ... could we help the brain re-grow morality?
Shame is an unspoken epidemic, the secret behind many forms of broken behavior. Brené Brown, whose earlier talk on vulnerability became a viral hit, explores what can happen when people confront their shame head-on. Her own humor, humanity and vulnerability shine through every word.
Every time we make a decision, we change the world just a little bit. This is why moral imagination plays a crucial role in good ethical decision making. It helps us appreciate other people’s perspective. And sometimes when we must make those decisions, they can be difficult, this is where moral courage comes into play.
Forgiveness
When loss, violence or betrayal test our willingness to forgive — how do we do it anyway? This hour, TED speakers explore the challenges and benefits of forgiving others and ourselves.
“Sorry” is more than just a way to apologize. It can also be an effective strategy for your child to learn how to apologize. Watch as our expert explains the S-O-R-R-Y strategy for apologizing in this video.
Since at least the Civil Rights Era, the culture of Whiteness has been marked by a kind of silent seriousness, shame or seclusion when it comes to issues of race and racism. The moral choice to become “Good White People” (or non-racists) has come at the deadly costs of colorblind racism. If we want a more free and just world, we must embrace Angela Davis’ words: “in a racist society, it is not enough to be non-racist. We must be anti-racist.” Drawing on moral psychology and sociology, my talk will explore how we move beyond being “Good White People” (or non-racist) to being Bad White People (anti-racists) in fighting for the freedom of ourselves and others.
Tiffany Jewell talks about "This Book is Anti-Racist" as part of the Virtual Book Festival for Kids & Teens, in partnership with The DoSeum.
Yes, this really is a kids book about racism. Inside, you’ll find a clear description of what racism is, how it makes people feel when they experience it, and how to spot it when it happens. This is one conversation that’s never too early to start, and this book was written to be an introduction for kids on the topic.
CULTURALLY-RESPONSIVE-WALKTHROUGH-TOOL-2-1.pdf
TT-Lets-Talk-December-2019.pdf
Based on the four domains of the Social Justice Standards (Identity, Diversity, Justice and Action), our Learning Plan Builder allows you to select meaningful student texts, choose how you'll teach them and how you'll assess student learning. Starting with an essential question that ties into the core social justice domains will help you create a learning plan tailored to your students.
évaluer leurs privilèges et leur partialité et en être plus conscients (voir Racisme, sexisme et homophobie, et Réflexion : Exercices et exemples/Exercices de réflexion personnelle);
encourager leurs collègues à explorer ces problèmes et à en parler;
faire cesser les actes de nature sexiste, raciste et homophobe chaque fois qu’ils en sont témoins. (Voir Stratégies d’action positive/Stratégies réactives.)
Certains milieux scolaires sont très homogènes et il se peut que nous entendions rarement parler de situations de violence. Nous pouvons donc conclure qu’il n’est pas nécessaire de parler des problèmes liés à l’équité et à l’inclusion avec nos élèves. Mais les apparences sont parfois trompeuses.
En réalité, tous les membres d’une communauté scolaire peuvent se sentir exclus ou subir des injustices – les élèves, les parents, les collègues et le personnel d’administration. Mais plusieurs différences peuvent être camouflées ou censurées dans une école où les personnes ne se sentent pas en sécurité.
Understanding Sexism, Racism and Homophobia
Understanding Sexism, Racism and Homophobia
If our school environment seems fairly homogenous, if we rarely hear of violent incidents in our school, it may be easy to assume that we do not need to address issues related to equity and inclusive education with our students. Appearances, however, can be deceiving.
In a school that is not socially safe, many differences may be camouflaged, or muted, with repercussions for the individuals who must live with secrecy. Young people growing up in environments with less diversity may have fewer naturally-occurring opportunities to develop the tools and awareness that are needed to create an equitable and inclusive school environment.- Read More from Safe Schools
Thank you for the padlet, David, Simon, and Emilie
LOCAL CONNECTIONS:
LOCAL CONNECTIONS:
Building relations in our local community to dismantle racism
Building relations in our local community to dismantle racism
1915-1900.pdfADDITIONAL SUPPORT MATERIAL
ADDITIONAL SUPPORT MATERIAL
There is always more to learn...
There is always more to learn...
Explorations in inclusion, diversity, gender equity and innovation in UNHCR
Explorations in inclusion, diversity, gender equity and innovation in UNHCR
“There is a responsibility on part of the organisation to ensure that we put in place checks and balances around gender equity, and that we have processes and policies. But I would say first and foremost it has to start with each of us at a very individual and personal level.”
Excerpt: In this project, we took some time to reflect on the most latent of innovations. We believe the quest to discover and discuss inclusion, diversity and gender equity will improve our work environments and, crucially, our services to Persons of Concern. We wanted to dig beneath the surface of our conversations around diversity and inclusion to help paint a picture of the changes UNHCR wants to see. To this end, we have collated written explorations of pressing diversity challenges in the organisation, extended recorded interviews with colleagues who have experienced the difficulties of exclusion and merits of inclusion, and an artistic examination of the visual landscape of human interactions and systematic bias formation.
UNESCO Resources for Combatting Racism:
Racism, xenophobia and intolerance are problems prevalent in all societies. But every day, each and every one of us can stand up against racial prejudice and intolerant attitudes. Be a human rights champion, #fightracism and #Standup4humanrights.
International human rights law-
International human rights law-
The principles of equality and non-discrimination are enshrined at the heart of modern international law, including in the Universal Declaration of Human Rights and in the Charter of the United Nations. They also permeate the two key international human rights Covenants, on Economic Social and Cultural Rights, and on Civil and Political Rights, as well as dozens of conventions, treaties, declarations and other important international legal instruments.
The International Convention on the Elimination of All Forms of Racial Discrimination (ICERD) is the most comprehensive instrument concerned with combating racial discrimination. It was adopted by the UN General Assembly on 21 December 1965 and entered into force on 4 January 1969.
Other international instruments aim to protect vulnerable groups:
United Nations Celebrations
United Nations Celebrations
International Day for the Elimination of Racial Discrimination (21 March)
International Day for Tolerance (16 November)
International Decade for People of African Descent (2015 -2024)
Thank you to everyone who has passed resources along to support our work. Those resources have been shared here. If you have more that you would like to share, please send them to Erin Threlfall .
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