Abstract
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.
Highlights
TO SPECIAL ISSUE: AN EXPLORATION OF CHILD AND YOUTH CARE PEDAGOGY AND CURRICULUMJohanne Jean-Pierre, Sandrina de Finney, and Natasha Blanchet-Cohen AbstractThis 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
Using qualitative data from an online questionnaire completed by 38 undergraduate students enrolled in a child and youth care course in 2019, James explored the potential transformative nature of novel-based pedagogy by examining the emotional responses and the connections made by students to previously discussed critical theories
Overall Contributions The articles featured in this special issue contribute to a much-needed body of research and scholarship about teaching and learning in child and youth care and youth work
Summary
TO SPECIAL ISSUE: AN EXPLORATION OF CHILD AND YOUTH CARE PEDAGOGY AND CURRICULUMJohanne Jean-Pierre, Sandrina de Finney, and Natasha Blanchet-Cohen AbstractThis 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. Aims and Scope 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.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
More From: International Journal of Child, Youth and Family Studies
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.