In a compelling presentation, Rick Kelly, deeply rooted in the traditional lands of the Anishnaabeg people in Canada, unfolded an extensive tapestry of his life’s work, which spans over four decades. With a rich background encompassing roles such as a youth and community worker, educator, researcher, and restorative practitioner, Kelly highlighted the importance of systemic change in various spheres, notably schools, broader systems, and communities at large.
Kelly’s distinct approach marries the principles of system thinking with on-ground action. Throughout his career, he’s designed impactful projects, from creating economic opportunities for Black youth in the trades to envisioning community engagement for marginalized communities. One of his standout contributions was the management of a “school as a hub” model, a part of an expansive 25-year provincial policy project. Its ethos was straightforward yet profound: promote child well-being through early investments. At its core, this initiative thrived on empowering the community, making their voices and aspirations the cornerstone of the project’s design, execution, and decision-making processes.
However, the most resonant part of Kelly’s discourse was his perspective on the current challenges in the realm of education. Drawing inspiration from Alice’s encounter with the Cheshire cat, Kelly emphasized that the essence of any educational system is its underlying purpose. With the world currently grappling with the dual challenges of ‘COVIDISM’ and anti-Black Racism, the clarity of this purpose becomes even more pivotal.
The global chorus demanding transformation, decolonization, and abolition cannot be ignored. Kelly’s workshop not only acknowledged these calls for change but actively positioned education as an essential contributor to societal well-being. He envisioned a system that nurtures an engaged citizenry, one that’s inherently rooted in the principles of social justice and equity.
But Kelly’s vision isn’t just futuristic; it’s holistic. He deftly weaves the wisdom of the past and the present, drawing extensively from Indigenous and Afrocentric ways of understanding the world. This perspective values the interdependence of all beings and underscores our collective responsibility towards every living entity and the environment.
Introducing ecological and posthuman thought, Kelly further expanded the canvas of his vision. He proposed the idea of a ‘restorative ecosystem’ for education, one where pedagogy, practice, and justice intertwine seamlessly. This ecosystem, as per Kelly, would be designed to prioritize the voices of those most impacted, genuinely engage with communities, and ensure inclusivity at every stage.
In conclusion, Rick Kelly’s presentation was more than just an academic discussion. It was an impassioned plea and a roadmap for reimagining education. It was about recognizing the historical foundations, understanding present challenges, and crafting a future where education becomes a beacon of justice, equity, and holistic well-being. For those who attended, it was a reminder that the journey of reshaping education is not only necessary but also possible, provided we have the vision and will to make it happen.
