About the Practitioner
Peter has been a teacher for 23 years but was never comfortable with the status quo. He believes Restorative Practice is the best approach for building relationships as it provides an opportunity for all those involved to learn and grow. He first became aware of Restorative Justice in the early 2000's when he heard a New Zealand police officer speaking about how it worked in the justice system.
Under his 'own steam' he pursued Restorative Practice while working as a teacher. Whether they be a victim, a perpetrator, or a person affected in some way by the actions of others, everyone has the opportunity to tell their story and to hear the points of view of others.
He works in a high school where RP informs its practice and ethos, which is an attitude of 'Unconditional Positive Regard'
As a humanist, Peter has always been engaged with the emancipatory movements and from his perspective, education is fundamentally about self understanding and liberation.To quote his philosophical mentor Paulo Freire, 'To make a world where it's easier to love'.
Peter's two plus decade teaching career has included early childhood, primary and high school settings. He has run a Kitchen Garden program over a number of years and works with children and adolescents who have learning difficulties. Peter also has a Graduate Diploma in Counselling. He is particularly interested in social and emotional development.
Peter regards the Brazilian educator, philosopher and author Paulo Freire, as his mentor. Connecting the word with the world, is foundational to pedagogy, literacy and empowerment. Education broadens the mind, our horizons and therefore, our agency.
Peter is a passionate advocate for philosophy in schools.
Organisation
- Teacher/Counsellor
- Public school system
- Advocacy
- Coaching
- Community Development/Education
- Counselling
- Culture change
- Group based relationship education
- Health and well being
- Human rights
- Program development
- Reflective practice
- Research
- Restorative Circles
- Schools 7-12
- Support groups