The fields of Restorative Justice, Dialogue Education, and Appreciative Inquiry influence my approach.
Restorative Justice (RJ) preserves or transfers decision-making power and authority to stakeholders—those most affected—by an event or decision. RJ encourages direct dialogue to (1) collectively identify how an event, decision, or individual action(s) have affected others, (2) support appropriate responsibility, and (3) work to engage and address or redress the self-defined needs of participants. Critically important to RJ are relationships among and between people.
Appreciative Inquiry (AI) values—and utilizes—contributions from all levels, devotes energy to strengths and assets, and strives to increase collaboration rather than competition. AI builds the capacity and ability of organizations to work towards collectively determined objectives and allows for expansion and growth beyond assumed limitations.
Dialogue Education (DE) operationalizes research-based adult learning theories and principles, of Paulo Freire, Kurt Lewin, Malcolm Knowles, Benjamin Bloom and Jane Vella. Beginning with Jane Vella, the DE field has produced a useful framework, specific models, templates and tools, that help to transform seemingly theoretical learning principles (such as: engagement, inclusion, safety, usefulness, immediacy, and respect) into a concrete design. DE encourages intentionality. Careful consideration of who needs to be involved, the situation and anticipated change, where and when, and prioritized content informs how people will learn from one another, accomplish objectives, and make changes. See Global Learning Partners.
By integrating RJ, AI, and DE, I facilitate opportunities for collaboration, dialogue, and shared power and decision-making in order for groups to achieve collectively desired results.