Relational restorative justice pedagogy in educator professional development

What would a professional development experience rooted in the philosophy, principles, and practices of restorative justice look and feel like? This article describes how such a professional development project was designed to implement restorative justice principles and practices into schools in a proactive, relational and sustainable manner by using a comprehensive dialogic, democratic peacebuilding pedagogy. The initiative embodied a broad, transformative approach to restorative justice, grounded in participating educators’ identifying, articulating and applying personal core values. This professional development focused on diverse educators, their relationships, and conceptual understandings, rather than on narrow techniques for enhancing student understanding or changing student behaviour. Its core practice involved facilitated critical reflexive dialogue in a circle, organized around recognizing the impact of participants’ interactions on others, using three central, recurring questions: Am I honouring? Am I measuring? What message am I sending? Situated in the context of relational theory (Llewellyn, 2012), this restorative professional development approach addresses some of the challenges in implementing and sustaining transformative citizenship and peacebuilding pedagogies in schools. A pedagogical portrait of the rationale, design, and facilitation experience illustrates the theories, practices, and insights of the initiative, called Relationships First: Implementing Restorative Justice From the Ground Up.

INVERTEBRATE CONTRIBUTION TO LEAF BREAKDOWN IN PYNN’S BROOK, NL.

Leaf bags of fine and coarse mesh were placed at two locations, one with an open tree canopy, the other with a closed tree canopy, in Pynn’s Brook on June 30th 2015. Bags were collected after 2, 30, 37 and 44 days. After collection, invertebrates were counted and leaf material remaining was determined to measure leaf breakdown rate. There was no significant difference in leaf mass remaining (R) between the two sites. Comparisons between mesh types found a difference in leaf breakdown at two collection days. The difference at 2 days was small (2.7%) and may not be biologically meaningful. At 37 days, the difference was larger (8.41%) and may be related to a larger proportion of shredder taxa, seen in coarse mesh bags, or higher absolute numbers of invertebrates. The invertebrate community was dominated by Diptera spp. across all collection days and mesh types, but after 37 days, communities in coarse mesh bags had a higher proportion of shredder orders than did fine mesh bags.