Relational inquiry: A child and youth care approach to research

Abstract

This article proposes a philosophical approach to Child and Youth Care research that is congruent with the underlying epistemological assumptions of relational practice. We address two issues with respect to using research, and practice strategies and skills in Child and Youth Care practice: relational epistemology as a basis for CYC practice (which includes research), and the nature of relational inquiry. We argue that relational inquiry is the backbone of conducting Child and Youth Care practice whether it is inquiry that fosters learning for the purpose of service or for the purpose of creating knowledge. This is an initial inquiry that we hope will stimulate further scholarly dialogue and debate on relational-based inquiry.