Embedding Anti-Oppression and Anti-Racism Perspectives in the Field of Child and Youth Care: A Case for Rearticulating Relational Care

Daniel, Beverly-Jean

doi:10.1080/0145935x.2020.1840348

Cited by 6 publications

(4 citation statements)

References 47 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…We also note that these queering conversations are not isolated from, nor in contrast to, the critical and burgeoning anti-racist, post-humanist, and post-colonial scholarship in CYC today (Daniel, 2020;James, 2020;Murris & Borcherds, 2019;Saraceno, 2012). Instead, a queering of developmentalism joins with such critical work in CYC: it too grows from a history of resistance in ECE and CYC that intersects with the political and cultural complexity of working with children and youth in relation to race, gender, sex, and coloniality.…”

Section: Implications For Queering Developmentalism In Cycmentioning

confidence: 90%

Toward Queer Potentialities in Child and Youth Care

Zaman

Anderson-Nathe

2021

IJCYFS

View full text Add to dashboard Cite

Arguably, from the invention of adolescence at the beginning of the 20th century, developmental theory has served as the foundation of disciplinary study and professional practice with children and youth across the global West. Despite their founders’ assertions that development is culturally constructed, in educational and youth work practice contexts stage-based trajectories of normative human growth are largely erroneously accepted as ahistorical, apolitical, naturally occurring, and universally applicable. This paper presents critiques of developmentalism from historical, reconceptualist, and queer perspectives, calling into question the underlying principles of normalcy and abnormality that run through the developmental project. We pay particular attention to the potential of queer theory as an analytic to deconstruct developmentalism in the context of child and youth care, opening new possibilities for critical engagement with children and youth outside the context of development.

show abstract

Section: Implications For Queering Developmentalism In Cycmentioning

confidence: 90%

Toward Queer Potentialities in Child and Youth Care

Zaman

Anderson-Nathe

2021

IJCYFS

View full text Add to dashboard Cite

show abstract

“…Black children are aware of teachers' low expectations and lack of knowledge about their identity (Hamilton-Hinch et al, 2021;Maynard, 2017). These attitudes have contributed to an overrepresentation of Black children in behavioural and special education classes, with children being placed on individual program plans (Daniel, 2020;Hamilton-Hinch et al, 2021), yet there is limited research that captures the experiences of young Black children accessing ELCC programs in Canada. Given the profound value of positive interactions among students and their educators in the overall development of young children (Boutte, 2008), there is an urgent need to address these failures within the education system and, more specifically, the ELCC system.…”

Section: Abstract: Early Childhood Education Anti-black Racism Colour...mentioning

confidence: 99%

Amplifying the Encounters of Young Black Children with Anti-Black Racism: An Exploration of Parents’ and Early Childhood Educators’ Perspectives on Early Learning and Child Care Environments

Pimentel,

McIsaac,

Watson

et al. 2023

J Child. Stud.

View full text Add to dashboard Cite

There is ongoing attention to equity and inclusion in early learning but a paucity of stories on diverse experiences. This study sought to understand the experiences of Black children in Nova Scotian early learning and child care environments through the perspectives of their parents and early childhood educators (ECEs) working in African Nova Scotian (ANS) communities or with Black children in Nova Scotia, Canada. Following in-depth interviews with parents and ECEs (n=15) three interrelated themes were identified using reflexive thematic analysis: anti-Black approach to curriculum; inaction on racism, social justice, and equity; and precluding Black children from culturally safe environments. The results highlight critical issues of racism in early learning environments and the importance of building culturally safe environments for young Black children and their families.

show abstract

“…While there are SPH that are reorienting programs to focus on social determinants of health and antiracism (Hagopian et al, 2018), anti-oppression offers a more encompassing approach for bringing about systemic change. Antiracism theory focuses on how individuals are affected by the social construction of race while anti-oppressive theory focuses on the oppressive nature of systems through utilizing lens of feminism, postcolonial, anticolonial, disability/ability, and postmodernism to challenge a range of social issues including poverty, gender-based discrimination, and more (Daniel, 2020). An anti-oppressive framework can be employed alongside other social justice frameworks in public health as it provides tools needed to understand how power and privilege work across different levels of society (individual, community, institutional, structural) and facilitate the development and implementation of interventions that account for and challenge societal dynamics of oppression and marginalization.…”

Section: Anti-oppression and Anti-oppressive Educationmentioning

confidence: 99%

Engaging in Anti-Oppressive Public Health Teaching: Challenges and Recommendations

Aqil

Malik

Jacques

et al. 2021

Pedagogy in Health Promotion

View full text Add to dashboard Cite

Introduction. Public health students are not systematically trained how positionality and power impact public health practice. A grounding in anti-oppression equips practitioners with tools to recognize the impact of present and historical contexts, foster critical self-reflection, and address systems of oppression. The goal of this study was to gather evidence of how anti-oppression is incorporated in public health teaching. Method. Purposive sampling was used to identify public health faculty who engage in anti-oppressive practice across accredited schools of public health espousing an explicit commitment to social justice. Semistructured in-depth interviews were conducted between January and April 2020 via Zoom; analyses were informed by constructivist grounded theory. Results. Twenty-six faculty from eight schools of public health and one school of medicine participated. Participants highlighted challenges in and techniques on how to engage in anti-oppressive teaching. Three overarching methods for incorporating anti-oppressive principles in pedagogy were identified: facilitating critical consciousness, creating equitable and mindful classrooms, and discussing historical context and systems of oppression, alongside discussing challenges associated with using an anti-oppressive lens in teaching. Conclusions. Anti-oppression is an explicit framework that can be incorporated in training future public health practitioners to work toward dismantling systems of oppression through addressing issues of power and privilege. Findings from this study indicate that faculty are interested in and engage in anti-oppressive teaching but lack consistent training and institutional support. This study offers tools that faculty can employ in the classroom toward practicing anti-oppressive public health pedagogy.

show abstract

Embedding Anti-Oppression and Anti-Racism Perspectives in the Field of Child and Youth Care: A Case for Rearticulating Relational Care

Cited by 6 publications

References 47 publications

Toward Queer Potentialities in Child and Youth Care

Toward Queer Potentialities in Child and Youth Care

Amplifying the Encounters of Young Black Children with Anti-Black Racism: An Exploration of Parents’ and Early Childhood Educators’ Perspectives on Early Learning and Child Care Environments

Engaging in Anti-Oppressive Public Health Teaching: Challenges and Recommendations

Contact Info

Product

Resources

About