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

Abstract

This article poses a number of significant questions for discussion with colleagues, practitioners, and students to look at the pedagogical and ethical implications of a rapidly changing, increasingly diverse, technology-advanced, interconnected, and complex global society in regards to child and youth care education, practice, and research. While some professions flow well and readily adapt to the changing times, others remain locked in practices and traditional epistemologies created decades earlier. To remain relevant as a profession and to keep pace with the most contemporary issues of our times, a globally-informed pedagogy is proposed for child and youth care education that offers a more holistic approach to education and practice, is inclusive of people's diverse lived experiences, and is ethically responsive to the emerging complexities of an interconnected and ever-changing world.