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

Abstract

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.

Promoting Inclusion and Justice in University Teaching

“…In recent years, there has been greater emphasis on the use of experiential learning activities in higher education (for instance, in North America and Europe) to promote students' greater engagement with the learning material, especially by enhancing their practical skills and competences (Jean-Pierre et al 2020;Jean-Pierre et al 2023;Wurdinger 2005). Experiential learning activities are often used to help teachers and students exercise critical and autonomous thinking, and include a range of strategies such as the use of case-based studies (Sanrud and Ranahan 2012), international learning experiences (Bellefeuille and McGrath 2013), and artistic activities such as mask-making (Lashewicz et al 2014). These techniques are considered by some as crucial for making education more accessible, and meeting the challenges of teaching students with different needs (Wurdinger 2005).…”

Introduction to special issue: an exploration of child and youth care pedagogy and curriculum

“…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).…”

Introduction to Special Issue

“…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).…”