1. Rosalind Duke SPHE Conference November 2016 NUIM
Modelling Key Skills of Global Citizenship through Restorative Practices
Rosalind Duke
SPHE Conference
November 2016
NUIM

2. SPHE Curriculum ‘to become an active and responsible citizen’
To develop ‘a sense of social responsibility, a commitment to active and participative citizenship and an appreciation of the democratic way of life’
(SPHE Curriculum pp2&9)

3. UNESCO: Global Citizenship Education
‘Nurturing respect for all, building a sense of belonging to a common humanity and helping learners become responsible and active global citizens’

4. Osler: a vision of citizenship
‘…global vision based on the dignity and inherent rights of individuals as members of a universal humanity’ (from Kant)
‘…an assumption of human equality and….a celebration of diversity’ (Kaldor)

5. What are Restorative Practices?
Restorative Practices (RP) are both a philosophy and a set of skills that have the core aim of building strong relationships and transforming conflict in a simple and emotionally healthy manner. practice

6. Restorative Justice includes:
the opportunity for wrong-doer to tell what happened and to explain their actions without judgement
the equal opportunity for those impacted by the wrong- doing to speak about what happened and how they felt about it
the opportunity for the wrong-doer to take responsibility and to apologise
a collaborative effort to decide on the best way forward to repair the harm done and restore both relationships and the wrong-doer’s position in the community.

7. Paradigm shift? Look to the past Establishing guilt and blame
From To
Look to the past
Establishing guilt and blame
Punishment
Focus on the wrong- doer
Considering the future
Defining needs and obligations
Reparation of harm
Focus on the well- being of the ‘community’

8. Punitive vs Restorative
Wrong-doer
thinks of self
justifies action
Feels s/he has become the victim of punishment (feeling unwanted, excluded, unheard)
blames others
feels marginalised in/from school community
Wrong-doer is encouraged to
think of those harmed
recognise the extent of the harm – the wider circle around the ‘victim’
become accountable and accept responsibility; s/he is then
included in the process (circle, mediation)
integrated back into school community

9. Some skills of Restorative Practices:
Building healthy relationships through learning and using the skills of:
active listening
empathy
expressing feelings appropriately
respecting other perspectives
collaborating to create useful solutions.

10. Red Card (for ‘wrong-doer’)
What happened?
What were you thinking then/since?
Who could have been affected by what you did, and how?
What could you have done differently?
What needs to happen now to make things right?

11. Black Card (for person harmed)
What happened?
What did you think when you realised what was happening?
How did this impact on you?
How did this impact on others?
What was the hardest thing?
What needs to happen to make things right?

12. References and reading:
Hopkins, B. (2006) (doctoral thesis) available at 0BH%20minus%20appendices.pdf
Presentation on Restorative Justice ence/EducationConsultativeConference2012/RoisinUiFhearraighpresentation.pd f
Paper on RP in schools in Ireland
Practices_in_Education_FINAL_12.7.pdf - page 3
Five themes model of RP
Paper on restorative approaches in schools in NZ
/1Drewery% %20Restorative%20Practices%20in%20New%20Zealand% 20Schools.pdf
Global Citizenship
UNESCO paper on Global Citizenship Education _Learning_Objectives?auto=download&campaign=weekly_digest--