A pedagogical response to a changing world: Towards a globally-informed pedagogy for child and youth care education and practice

Bellefeuille, Gerard; McGrath, Jenny; Jamieson, Donna

doi:10.1016/j.childyouth.2007.11.013

Cited by 12 publications

(8 citation statements)

References 11 publications

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“…The design of the study is informed by the theoretical perspective of relational-centred theory (Bellefeuille & Jamieson, 2008;Bellefeuille & Ricks, 2010) and the phenomenological exploration of the lived experiences of students and faculty involved in the international study-abroad initiatives (i.e., life world) as they are revealed in surveys, personal interviews, conversational style-focus groups, and reflective journaling. This methodological approach is appropriate and well-suited to drawing out the experiential reality of the life world -not as an object of conversation, but as something that is intensely and personally encountered (van Manen, 2003).…”

Section: Conceptual and Methodological Frameworkmentioning

confidence: 99%

A Relational-Centred International Education Partnership: A Phenomenological Inquiry Into The Lived Experiences Of Child And Youth Care/Social Care Students And Faculty

Bellefeuille

McGrath

2013

CIER

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This qualitative study examines boththe process and effects of a relational-centred international education partnership between MacEwan Universityin Alberta, Canada, and Irelands Athlone Institute of Technology. It also seeks to capture the meaning of and the transformative effects of theinternational education partnership on students and faculty as they evolved throughlived experience and emerged into consciousness. Data collectionstrategies included surveys, personal interviews, reflective journaling, andconversation stylefocus groups. Data were analyzed by means ofphenomenological hermeneutic analysis.Three main themes emerged that were common to both students andfaculty. In addition, a number of group-specific themes emerged.

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Section: Conceptual and Methodological Frameworkmentioning

confidence: 99%

A Relational-Centred International Education Partnership: A Phenomenological Inquiry Into The Lived Experiences Of Child And Youth Care/Social Care Students And Faculty

Bellefeuille

McGrath

2013

CIER

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“…Child and youth care professionals provide primary supportive care and engage in relational practice, life-skills teaching, counselling on the go, discipline, and dialogue with children and youth across various human services sectors (Krueger, 2007;Maier, 1991;Mann-Feder & Litner, 2004). The literature in the field emphasizes frontline work, microsystemic dynamics, and the centrality of relationship building (Bellefeuille et al, 2008;de Finney et al, 2012;VanderVen, 1993). Yet children and youth are affected by exosystemic and macrosystemic factors that constrain their development, interests, and aspirations.…”

Section: Johanne Jean-pierrementioning

confidence: 99%

Re-Imagining Child and Youth Care Practice With African Canadian Youth

Daniel

Jean-Pierre

2020

IJCYFS

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This article is based on a plenary held during the Child & Youth Care in Action VI Conference: Moving Through Trails and Trials Toward Community Wellness, held in Victoria, British Columbia in April 2019. It explores how we can re-imagine child and youth care practice with African Canadian youth. This emerging paradigm aligns with child and youth care politicized praxis as well as trauma-informed and strengths-based approaches in the field’s literature. We highlight the importance of mobilizing critical and transformative theoretical frameworks along with an Africentric worldview to substantially support youth of African descent with a strengths-based approach. Moreover, the protective role of Black-affirming spaces is developed and articulated.

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“…Several college and university programs in child and youth care and youth work aim to prepare future practitioners to work with children, youth, and families using a strengths-based approach, a critical reflexive ethical foundation, and relational practice. While authors have provided insights about how Canadian child and youth care preservice programs can achieve these goals (Bellefeuille et al, 2014;Bellefeuille & McGrath, 2013;Bellefeuille et al, 2008;Cooke-Dallin et al, 2000;Mann-Feder & Litner, 2004;Mann-Feder et al, 2017;Phelan, 2005;Ranahan et al, 2015;Sanrud & Ranahan, 2012;Stuart & Hare, 2004;VanderVen, 1993;White et al, 2017), only a limited number of empirical studies have been conducted to assess current learning and teaching practices in child and youth care, and even fewer have examined the experiences of students in these programs (Bellefeuille et al, 2018;Bellefeuille et al, 2017;Lashewicz et al, 2014;Ricks, 1997).…”

Section: Aims and Scopementioning

confidence: 99%

Introduction to Special Issue

Jean-Pierre

Finney

Blanchet‐Cohen³

2020

IJCYFS

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This special issue aims to explore Canadian pedagogical and curricular practices in child and youth care and youth work preservice education with an emphasis on empirical and applied studies that centre students’ perspectives of learning. The issue includes a theoretical reflection and empirical studies with students, educators, and practitioners from a range of postsecondary programs in Quebec, Ontario, Alberta, and British Columbia. The empirical articles use various methodologies to explore pedagogical and curricular approaches, including Indigenous land- and water-based pedagogies, ethical settler frontline and teaching practices, the pedagogy of the lightning talk, novel-based pedagogy, situated learning, suicide prevention education, and simulation-based teaching. These advance our understanding of accountability and commitment to Indigenous, decolonial, critical, experiential, and participatory praxis in child and youth care postsecondary education. In expanding the state of knowledge about teaching and learning in child and youth care, we also aspire to validate interdisciplinary ways of learning and knowing, and to spark interest in future research that recognizes the need for education to be ethical, critically engaged, creatively experiential, and deeply culturally and environmentally relevant.

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A pedagogical response to a changing world: Towards a globally-informed pedagogy for child and youth care education and practice

Cited by 12 publications

References 11 publications

A Relational-Centred International Education Partnership: A Phenomenological Inquiry Into The Lived Experiences Of Child And Youth Care/Social Care Students And Faculty

A Relational-Centred International Education Partnership: A Phenomenological Inquiry Into The Lived Experiences Of Child And Youth Care/Social Care Students And Faculty

Re-Imagining Child and Youth Care Practice With African Canadian Youth

Introduction to Special Issue

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