Reckoning with Our Privileges in the CYC Classroom: DeCentring Whiteness, Enacting DeColonial Pedagogies, and Teaching for Social Justice
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2020
- handle: 10670/1.1atmi4
- doi: 10.18357/ijcyfs112202019518
Ce document est lié à :
International Journal of Child, Youth and Family Studies ; vol. 11 no. 2 (2020)
Copyright © University of Victoria, 2020
Sujets proches
Care and treatment Youngsters Young persons Young people Youths Schoolteaching Didactics School teaching Pedagogy Instruction Moral philosophy Science, Moral Morals Ethics, Primitive Philosophy, Moral Morality Deontology Ethology Moral ideas Religion and ethics Biography--Character Knowledge--Ethics moraleCiter ce document
Matty Hillman et al., « Reckoning with Our Privileges in the CYC Classroom: DeCentring Whiteness, Enacting DeColonial Pedagogies, and Teaching for Social Justice », International Journal of Child, Youth and Family Studies, ID : 10.18357/ijcyfs112202019518
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Résumé
As three white educators working in three different post-secondary contexts, teaching child and youth care (CYC) to diverse undergraduate students, we are interested in exploring the ethical, political, and pedagogical challenges and opportunities of creating learning spaces that can support concrete actions towards decolonizing praxis, social justice, and collective ethics. In order to support each other’s developing praxis, we have recently begun meeting monthly to explore various questions and tensions that exist for us in this work. These meetings have been deeply generative for us in that they have produced a sense of solidary and accountability to each other and our developing pedagogies. This paper attempts to capture some of this experience by sharing three perspectives reflective of the challenges and successes each of us have experienced in our respective institutions.