Teachers are at a loss, as well. The school board needs to switch gears. Instead of teaching teachers how to stronghold children safely, - setup mandatory training for a percentage of staff to learn restorative justice procedures. They need to know not only the process but to comprehend the philosophy of this healing approach. With that understanding, they can facilitate procedures that bring at least a deeper understanding of those involved in a discord for all those affected. The power of being heard can heal.
There do not need to be senseless deaths because people were not heard. Do not let 14 year-old Devan Bracci Selvey die in vain. Enable his mother's pleas for help to be heard! There is a proven answer! Let's act on it now!
The cover design of the Canada History issue 2018 began with the Treaty phrase, " As long as the sun shines, the grass grows and the waters flow". The three colours, red, green and blue were then interwoven to resemble a sweet grass braid, traditionally signifying mind body and spirit. In this case it also represents the three parties in the Treaty Relationship (the First Nations, the Crown and the Creator). The end of the braid includes twenty-one individual strands representing seven past generations, seven future generations and the Seven Sacred Teachings. The design was collaboration between Kenneth Lavaliee and Andrew Workman.
Develop Deeper Relationships Through Listening
The Honourable Member Melanie Joly, Minister of Canadian Heritage states that there is no relationship more important to the Government of Canada than its relationship with Indigenous People. The establishment of treaties has had a profound impact on a wide range of issues: such as land and resource use, Indigenous health care and education and the relationship between Indigenous Peoples and the Crown."
Loretta Ross Commissioner of Treaty Relations of Manitoba said that the special edition of Canada History 2018, tries to provide a more balanced understanding of Treaties and the Treaty Relationship by explaining the broader context of treaties, including the histories, laws, language and ways of life of First Nations Peoples. This becomes a challenge when First Nations beliefs contest the non Indigenous historical narratives. With new understanding, there is hope that all can work together in a manner that respects the spirit and intent of treaties which were signed on a nation to nation basis. We need to find new ways to work together. It is the responsibility held by both First Nations and the rest of Canada. A key to understanding the various perspectives of a Treaty relationship is a willingness to listen and hopefully have challenging and even difficult conversations.
Eskasoni Chief Charlie Joe Dennis advocated, "You can achieve a lot more by making people feel like they are part of the solution, instead of making people feel like they are the problem."
The Truth and Reconciliation Commission heard 100s of stories of pain and loss from those affected by residential schools in Canada. The Commission made 94 Recommendations for transformative healing. Most of these were included in five categories: Child Welfare, Education, Language and Culture, Health and Justice. Resolution of these was to reconcile and restore First Nations' legacies.
The lives of over 4000 children, who died in residential schools in Canada, were remembered in a beautiful memorial, initiated by the Truth and Reconciliation Commission and the Government of Canada. The lives of these children were recorded for history. A banner listing these names was presented to 3 aboriginal grandmothers by 3 soldiers - similar to a military funeral. A haunting beautiful lament followed, in a creative presentation of stories, music and dance.
Every Child Matters. Canada will never be the same.
Suggested Reading: Indian Horse by Richard Wagamese, is a story of the generational impact of residential schools. The Inconvenient Indian by Thomas King, is a witty satire of the effects of treaties across North America and our insipid attempts to reconcile.
How Many Children Have To Die? Transformation and Reconciliation
In 1998, I sat in what was then Copps Coliseum in Hamilton, in order to hear explained, the policies being enacted in the new Youth Criminal Act. I was thrilled as I listened. Each piece of legislation was based on the principles and approach of Restorative Justice. Incarceration for youth was to be used only as a last resort. I was hopeful that finally, the legal/penal system was creating procedures that would bring healing to individuals and the community - at the grassroots.
The implementation of the act was rocky. Those enforcing the act and initiating procedures were untrained. However, healing circles and mediation began to be widely used. Healing circles were powerfully effective especially in dealing with discord in schools. Each person affected described their thoughts and feelings regarding a specific incident. The power of healing occurred because each person was listened to, with respect and dignity, regardless of their position in the story. There is a point in the process where two discordant groups gain a deeper understanding of the situation and the people involved. These adversarial groups become a conciliatory problem solving group.
This process has been exceedingly helpful especially in dealing with bullying in schools. Statistics can be found in Australia, New Zealand, parts of Europe, the States and Canada. Most bullies have been bullied. Their needs have been misunderstood and dismissed. Circles can reveal family issues and needs for support.
A woman told me that her granddaughter had been bullied at a school outside of Hamilton. The school had provided a restorative justice circle to deal with the situation. They discovered that the girls, who were bullying, had come from a city school, where they had been bullied. As all those involved shared their experience of bullying, they realized how hurtful it was. With the knowledge that each one had, they created a
Process, to help prevent and deal with bullying in their school. The grandmother was delighted that a restorative justice approach had been used. She said, "If those girls had been charged, they would not have been allowed to talk to each other; they would not have developed a deeper understanding of each other and their situation. Also a collaborative anti-bullying process might not have been created for the school, where they all continue to attend."
The National News reported that 35% of children in Canadian schools have been bullied. The first responsibility of teachers and principals is to keep children safe. Their second responsibility is to educate. What do victims need? They need someone to listen and to believe them. Many students don't report because they are hearing that nothing is being done about it and speaking out, in that case, would make them more vulnerable. Victims also need to know that there is a resolution - so that this will not happen again. What do offenders need? They are people. They too need to be heard. Currently, the resolution seems to be detention or expulsion. A child psychologist in this news report asked, "What does a child learn sitting on the bench? He/She learns that those in power can destroy." Yes, Violence is Wrong! How does that teach children that people can be helped? A healing circle is even more difficult that sitting on the bench. Bullies hear how they have affected the lives of others. Sometimes they have similar situations. Understanding and compassion can develop.