scholarly journals COURAGEOUS CONVERSATIONS IN CHILD AND YOUTH CARE: NOTHING LOST IN THE TELLING

2012 ◽  
Vol 3 (2-3) ◽  
pp. 164 ◽  
Author(s):  
Jin-Sun Yoon
Keyword(s):  
First Nations ◽  
Indigenous People ◽  
Daily Practice ◽  
Youth Care ◽  
Child And Youth Care ◽  
University Of British Columbia ◽  
Basic Protocol ◽  
The University ◽  
Courageous Conversations ◽  
Indigenous Land

<p>Following the tradition of Indigenous and Korean elders with whom I have had the great privilege to work and learn from, I would like to start by sharing my gratitude for the land that we are on. In this way, we ground ourselves spiritually, emotionally, and physically by acknowledging the presence of our ancestors (current and past) in everything we do.</p><p> </p><p>I am a child immigrant from South Korea so I want to acknowledge that this is not the Indigenous land of my ancestors. I would like to point out the privilege of being a visitor who can work, play, and raise my family on unceded traditional Coast and Strait Salish territories. Back in the early 1990s, the First Nations House of Learning was opened while I was a graduate student at the University of British Columbia. At that time, I understood that it was important to acknowledge traditional territories. What I used to believe was basic protocol in the presence of Indigenous people and during ceremonies has now been transformed to an embodied way of living that guides me in my daily practice.</p><p> </p>

scholarly journals ȻENTOL TŦE TEṈEW̱ (TOGETHER WITH THE LAND)

2020 ◽  
Vol 11 (3) ◽  
pp. 34-55
Author(s):  
Sandrina De Finney ◽  
Sarah Wright Cardinal ◽  
Morgan Mowatt ◽  
Nick XEMŦOLTW̱ Claxton ◽  
Danielle Alphonse ◽  
...  
Keyword(s):  
First Nations ◽  
Youth Care ◽  
Child And Youth Care ◽  
Indigenous Children ◽  
Water Based ◽  
One Year ◽  
The One ◽  
The University ◽  
Faculty Mentors ◽  
Indigenous Land

In this paper, Part 2 of a two-paper series, we extend our learning on land- and water-based pedagogies from Part 1 to outline broader debates about upholding resurgence in frontline practice with Indigenous children, youth, and families. This article shares key learning from an Indigenous land- and water-based institute held from 2019 to 2020 that was facilitated by knowledge keepers from local First Nations and coordinated by faculty mentors from the School of Child and Youth Care at the University of Victoria. The purpose of the one-year institute was to convene a circle of Indigenous graduate students and faculty to engage in land- and water-based learning and meaningful mentoring connections with Indigenous Old Ones, Elders, and knowledge keepers. Students participated in land- and water-based activities and ceremonies, learning circles, and writing workshops, and were invited to develop and share culturally grounded frameworks to inform their frontline practice with children, youth, families, and communities. Drawing on a storytelling approach to share our learning from this institute, we explore the praxis and challenges of resurgence in deeply damaging colonial contexts. Our individual and collective reflections on Indigenous land-based pedagogies focus on local knowledges, our own diverse perspectives and frontline work, and ethical land and community engagements as integral to resurgent Indigenous practice.

scholarly journals ȻENTOL TŦE TEṈEW̱ (TOGETHER WITH THE LAND)

2020 ◽  
Vol 11 (3) ◽  
pp. 12-33
Author(s):  
Morgan Mowatt ◽  
Sandrina De Finney ◽  
Sarah Wright Cardinal ◽  
Jilleun Tenning ◽  
Pawa Haiyupis ◽  
...  
Keyword(s):  
Graduate Students ◽  
Postsecondary Education ◽  
Online Communication ◽  
Youth Care ◽  
Child And Youth Care ◽  
Water Based ◽  
The University ◽  
Ways Of Being ◽  
Sharing Circles ◽  
Indigenous Land

This article presents reflections from an Indigenous land- and water-based institute held from 2019 to 2020 for Indigenous graduate students. The institute was coordinated by faculty in the School of Child and Youth Care at the University of Victoria and facilitated by knowledge keepers in local W̱SÁNEĆ and T’Sou-ke nation territories. The year-long institute provided land-based learning, sharing circles, online communication, and editorial mentoring in response to a lack of Indigenous pedagogies and the underrepresentation of Indigenous graduate students in frontline postsecondary programs. While Indigenous faculty and students continue to face significant, institutionally entrenched barriers to postsecondary education, we also face growing demands for Indigenous-focused learning, research, and practice. In this article, Part 1 of a two-paper series on Indigenous land- and water-based learning and practice, we draw on a storytelling approach to share our individual and collective reflections on the benefits and limitations of Indigenous land- and water-based pedagogies. Our stories and analysis amplify our integration of Indigenous ways of being and learning, with a focus on local knowledges and more ethical land and community engagements as integral to Indigenous post­secondary education.

scholarly journals CHILD AND YOUTH CARE: CRITICAL PERSPECTIVES ON PEDAGOGY, PRACTICE, AND POLICY (2011)

2012 ◽  
Vol 3 (2-3) ◽  
pp. 349
Author(s):  
Rebecca Raby
Keyword(s):  
Queer Theory ◽  
Social Inequalities ◽  
Youth Care ◽  
Practical Experience ◽  
Research Experiences ◽  
Child And Youth Care ◽  
Theoretical Approaches ◽  
Governmentality Studies ◽  
The University ◽  
Critical Perspectives

<p><em>Child and Youth Care: Critical Perspectives on Pedagogy, Practice, and Policy</em> is an edited collection that importantly contributes to critical, postfoundational analyses of child and youth care. Child and youth care covers a broad, multifaceted range of professional practice that is powerfully positioned to reproduce and/or challenge singular truths and social inequalities in work with young people and their families, thus pointing to the importance of critical reflection. Contributors to this collection are primarily faculty and graduate students from the Department of Child and Youth Care at the University of Victoria, Canada, who also share a wealth of practical experience in the child and youth care field. These authors draw on a range of theoretical approaches including postmodernism, poststructuralism, governmentality studies, postmarxism, queer theory, feminism, and postcolonialism. The chapters link such theory to personal teaching, research experiences, and literature review to draw attention to, and problematize, features of modernist practice in child and youth care.</p>

INTRODUCTION TO SPECIAL ISSUE

2020 ◽  
Vol 11 (2) ◽  
pp. 1-5
Author(s):  
Shanne McCaffrey
Keyword(s):  
British Columbia ◽  
Youth Care ◽  
Positive Outcomes ◽  
Special Issue ◽  
Child And Youth Care ◽  
Community Wellness ◽  
The University

The Child and Youth Care in Action VI Conference — Moving Through Trails and Trials Toward Community Wellness took place April 25–27, 2019 at the University of Victoria in Victoria, British Columbia. Working from the position of trying to inhabit the space of a good relative, all conference preparations and work, all details, protocols, and calls to community were guided by the desire to achieve optimal and positive outcomes. From this location we are very grateful to provide this special conference edition of the International Journal of Child, Youth and Families Studies.

scholarly journals CONVERSATIONS ON CONVERSING IN CHILD AND YOUTH CARE

2012 ◽  
Vol 3 (2-3) ◽  
pp. 128 ◽  
Author(s):  
Sandrina De Finney ◽  
JN Cole Little ◽  
Hans Skott-Myhre ◽  
Kiaras Gharabaghi
Keyword(s):  
British Columbia ◽  
Youth Care ◽  
Roundtable Discussion ◽  
Departure Point ◽  
Child And Youth Care ◽  
Mutual Learning ◽  
The University ◽  
Critical Reflections

In the spring of 2011, we had the pleasure of participating in the 3rd Child and Youth Care (CYC) in Action Conference hosted by the School of Child and Youth Care at the University of Victoria, Victoria, British Columbia, Canada. We were invited by conference chairs Veronica Pacini-Ketchabaw and Jennifer White to participate in a roundtable discussion on the theme of “Conversations on Conversing in Child and Youth Care”. This theme was inspired in part by a recent posting to the CYC-Net listserv, which asked, “Why are people speaking about the field in ways I don’t understand?” Veronica and Jennifer sensed that this question – and the spirited, and at times fractious, discussion that it generated on the listserv – would provide an excellent platform for mutual learning, critique, and reflection. Thus they capitalized on the opportunity to extend a conversation that was already underway, and used the question as a departure point for our roundtable discussion. In this paper, four of us who participated in the roundtable continue this conversation, with each of us probing deeper and pushing further along the themes and ideas we discussed in Victoria. We are not so much responding to any particular questions here, but rather trying to articulate some of our critical reflections on the field as we each are experiencing it. We hope that readers might engage with some of ideas we present in this conversation on their own terms.

Problems in English Communicating Skills for Learners of English

2018 ◽  
Vol 9 (07) ◽  
pp. 20484-20491
Author(s):  
Dr. Ishag Adam Hassan Ahmed
Keyword(s):  
Reading Comprehension ◽  
English Language ◽  
Communicative Competence ◽  
Daily Practice ◽  
Small Component ◽  
Curriculum Review ◽  
Comprehension Skills ◽  
Definition Of ◽  
The University ◽  
Reading Comprehension Skills

This paper is devoted to presenting the methods in English communicating skills for Learners of English in general and the problems specific to University of Bahri. English language major’s graduates then; it discusses the notion of communicative competence, and defines strategic competence. It also briefly deals with the various definitions of communication strategies and taxonomies of conversation strategies. Also, I give brief definition of the word conversation, that is the act of talking together or exchange ideas, opinions, skills, and information. As accustomed, speaking is natural and automatic but communication is an art which must be learned and practiced. Also the aim of this paper is to present you with suitable suggestions about how you can solve problems while reading English? In order to comply with this objective: we considered two variables. The first one is that within our daily practice at the university we have students with different abilities while reading English. Therefore, we need to help them increase the ability in reading comprehension. However, we don’t have enough teachers and needed resources to supply them with the help they need. The second variable is related to the fact that at University there are different centers where the students’ skills can improve and their reading comprehension skills deficiencies could be overcome by getting help from the teachers. This study is small component of a larger curriculum review exercise. The findings of study in general suggest that both students and English language lecturers were in agreement that Sudanese students had a problem in writing and speaking English and due to that the conversational problems are raised.      Finally, the paper concludes by representing the pedagogical implications of conversation strategies.

scholarly journals Evaluation and Lessons Learned from a Campus as a Living Lab Program to Promote Sustainable Practices

2021 ◽  
Vol 13 (4) ◽  
pp. 1739
Author(s):  
Paul Save ◽  
Belgin Terim Cavka ◽  
Thomas Froese
Keyword(s):  
Learning Curve ◽  
Business Process ◽  
Lessons Learned ◽  
Process Models ◽  
Sustainable Practices ◽  
Business Process Models ◽  
District Energy ◽  
University Of British Columbia ◽  
Living Lab ◽  
The University

Any group that creates challenging goals also requires a strategy to achieve them and a process to review and improve this strategy over time. The University of British Columbia (UBC) set ambitious campus sustainability goals, including a reduction in its greenhouse gas emissions to 33% below the 2007 level by 2015, and 100% by 2050 (UBC, 2006). The University pursued these goals through a number of specific projects (such as major district energy upgrade and a bioenergy facility) and, more generally, through a “Campus as a Living Lab” (CLL) initiative to marry industry, campus operations, and research to drive innovative solutions. The CLL program has achieved significant successes while also demonstrating many opportunities for improvements and lessons learned. The aim of this study was to examine the UBC CLL program, to identify and formalize its operations, to extract key transferable characteristics, and to propose replicable processes that other universities and municipalities can follow to expand their sustainable practices in similar ways. There was a learning curve with implementing a CLL program at UBC; thus, the goal of this study was to potentially shorten this learning curve for others. The research involved an ethnographic approach in which researchers participated in the CLL process, conducted qualitative analysis, and captured the processes through a series of business process models. The research findings are shared in two parts: 1. generalized lessons learned through key transferrable characteristics; 2. a series of generic organizational charts and business process models (BPMs) culminated with learned strategies through defined processes that illustrate what was required to create a CLL program at UBC. A generalized future improvement plan for UBC CLL programs is defined, generic BPMs about CLL projects are evaluated, and the level of engagement of multiple stakeholders through phases of project life cycle given in the conclusion for future use of other Living Lab organizations.

scholarly journals COVID-19 and Alternative Care in South Africa: Children’s Responses to the Pandemic. A Case Study from a Child and Youth Care Centre in Mogale City

2020 ◽  
pp. 234930032097592
Author(s):  
Rika Swanzen ◽  
Gert Jonker
Keyword(s):  
South Africa ◽  
Emergency Response ◽  
Vulnerable Populations ◽  
Youth Care ◽  
Daily Routine ◽  
Care Centre ◽  
Child And Youth Care ◽  
Care Workers ◽  
Caregiver Burnout

The experiences from a case study are evaluated against the aspects such as emergency response to vulnerable populations and other sources from the literature to serve as guidelines for the management of an epidemic in a child and youth care centre (CYCC). To help understand the effects of the epidemic on the centre, this article describes experiences in terms of the meeting of needs. A discussion of the following are part of the article: • A reflection will be provided on the observed stages the children and child and youth care workers (CYCWs) went through during 177 days of a national lockdown; • Indications of caregiver burnout; • Experiences around the meeting of children’s needs through the lens of child and youth care (CYC) theory; and • Proposed areas needing attention in mitigating risks. Some lessons learnt from the daily routine established to manage the lockdown regulations, sometimes experienced as nonsensical, are shared. From these reflections, questions for research are provided from a practice-based evidence approach, mainly aimed at determining the readiness of a CYCC to manage a state of disaster, while needing to focus on meeting children’s needs.

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