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Material 4: Blackrock Education Centre
The Blackrock Education Centre has been an important learning bridge for the Restorative Practices Programme.
The centre has a history of linking teaching practice, schools and the communities they serve with other professional
disciplines. In equity terms it has been associated with promoting women into the workforce and addressing the social
needs of vulnerable children and young people.
The Centre sees itself as a place that makes underpinning ideas and values practical in the lives of teachers and
schools; children and their families. The work with restorative practices has enabled a concept that could have been
marginalised and trivialised become central. With the potential to change the quality of the school experience for
children, teachers, parents and managers, it has made a circle of meeting possible around this theme by offering a space
to meet, reflect and promote the theme within broader educational practice.
In the experience of the centre the restorative work has grown in a way that did not seem possible earlier. It is now
part of workshops with parents, teachers, managers, related professionals, children’s units and other community
initiatives.
In a time of cut backs the Centre has been able to assist the restorative agenda still gain traction because of its
relevance to school attainment levels and school completion targets.
At this time teachers and school cultures are being changed by external agencies becoming involved and through
increased parental engagement. Refreshing the curriculum is now a task more driven by the wider society and the
education centre positions itself in this space of engagement. The role of the Centre is to persuade and influence those
managers and teachers open to the new challenges of learning, especially for children and young people from areas of
deprivation.
The ground is shifting because the challenge of school failure is starker now. If restorative work is fashioned around
renewing vigour and well being 4 it is immensely relevant to the formation of new school cultures that give more
opportunities for those who are vulnerable. The centre is a place that aggregates different good practices and
encourages others to model such ways of working.
The Centre seeks to persuade people to develop restorative practices because it enables garda, parents, professionals
and community development activists to meet together and engage on common issues.
The Centre enables teachers sometimes to play the lead and encourages them, at other times, to play second fiddle
and learn from the practice of others. This is important if different professionals and agencies are to work together
more.
The centre acts as a stimulus for the Principals Support Group-their existence has been significant to the whole
initiative developing.
It also has acted in support of Youth at Risk Programmes and Care initiatives, holding the education of these young
people to be a mainstream concern not a peripheral one.
4 Restorative is “the tendency to give new strength or vigour” (Jenkins, A., Shame, Realisation and Restitution - The Ethics of Restorative Practice, ANZFJT, Vol 27
Number 3 2006, pp153-162. “Making you feel strong, healthy, full of energy or happy again”.