Reckoning With Our Privileges in the Cyc Classroom

Abstract

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.

What do we know about rural teaching identity? An exploratory study based on the generative-narrative approach

“…Third, the participants took their educational responsibilities seriously, exhibiting a set of pedagogical action expressed in positive affect, involvement, and pedagogical mediation, which are dimensions that tend to reflect a systematic interest in contributing to student development and well-being. Such findings are consistent with those of studies that have systematized potentially generative actions, tasks, and behaviors in subjects (McAdams, De St. Aubin, 1992;McAdams, 2013;, foster a genuine interest in the care and welfare of future generations (Brito, Ball, 2020;Bylica, Bauman, 2022;Hillman et al, 2020;Timilsina et al, 2019). Lewis (2021) found that older people who engage in teach, serve as role models for their community members, age well and have higher levels of well-being.…”