American Journal of Education and Learning

Volume 2, Number 1 (2017) pp 43-64 doi 10.20448/804.2.1.43.64 | Research Articles

 

Building a Child and Youth Care Culture of Relational-Centred Praxis: Ours to Make

Gerard Bellefeuille 1Rebecca Stiller 2Stephen Neuman 3Jack Deol 4 Cole Smith 4 Mackenzie Brown 6 Holly Gautreau 6 Andrea Diduch 8
1 Professor, Department of Child and Youth Care MacEwan University, Alberta, Canada
2 BCYC, MSc candidate, Strathclyde University, Scotland, UK
3 BCYC, MA candidate, University of Victoria, British Columbia, Canada
4 Fourth-Year BCYC MacEwan University, Alberta, Canada
6 Third-Year BCYC Student, MacEwan University, Alberta, Canada
8 Second-Year BCYC Student, MacEwan University, Alberta, Canada

Abstract

Our purpose here is to draw upon the insights, perspectives, and ideas we have acquired in life and in our professional practice experiences as child and youth care (CYC) students, practitioners, and educators so we can frame a much needed discussion about the concept of praxis as considered from a relational ontological perspective. Our premise is that to truly fulfil the vision of being a relational-centred profession grounded in the core values and principles of trust, fairness, integrity, honesty, caring, tolerance, and respect for diversity and equality, CYC practitioners must reach deeper into the nuance of the concept of praxis to fully grasp its meaning from a relational-centred perspective. Thus, we present the case that a teaching and learning pedagogy that encourages critical thinking and promotes relational-centred praxis is more likely to bring about the deep learning and self-refection CYC practitioners must acquire to generate the inspiration, confidence, competence, and moral courage necessary to act as transformational leaders in the field.

Keywords

Culture Praxis Relational.

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