This report starts with the words of Johnny Knox, who asks, “(W)ho really recognizes the true value of improvements that these people make themselves? ” The review of Harm Reduction literature and discussions with research participants has helped me to understand why the changes and improvements, even the small ones, are so difficult to make, and why a person who makes the effort to break out of a high risk lifestyle is so “heroic”. As a literacy practitioner working within a Harm Reduction framework, it is up to me to recognize their struggles and successes, to start where they are and to move at their pace. Not mine, not the program’s, and not the outside evaluator’s.
So if you agree with me, let’s dream for a moment. Imagine we work in a learning program and a community that truly promotes and supports Harm Reduction. What would it look like and what would we do? Here are a few characteristics that come to mind, springing from the research:
Our program staff is familiar with and committed to Harm Reduction principles and we have enough time, knowledge, resources and support (from the program and our colleagues) to practice it effectively. That means there is time for training, reflection, team-building and self-care.
A political understanding and commitment is at the root of everything we do. As Sarah Evans, InSite manager, says: “Addiction is not so much a medical issue as a social problem, with roots in poverty, abuse, neglect, racism, sexism, etc. The root of the harm is not the behaviour or the addiction, but the circumstances that lead up to and perpetuate both.” This understanding is crucial to good Harm Reduction and good learning.
The learning space is a welcoming, safe place where learners are encouraged to participate to the best of their abilities. There is joy and challenge in the classroom. We work with the whole person, not just with his veins or her brains. We ask questions and support learners in their search for answers. We promote sisterhood and brotherhood.