Browsing by Author "Berikoff, Ahna"
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- Item21st century child and youth care education: an ontological relational turn in teaching and learning(2020) Bellefeuille, Gerard; Berikoff, AhnaThe pedagogical challenges in preparing child and youth care (CYC) education for 21st century CYC practice, global citizenship and life cannot be rightfully addressed by an antiquated higher education system predicated on a Newtonian/Cartesian ontology that assumes a mechanistic view of the materialistic world and a solitary view of the “self” as completely autonomous, ego-based, and self-enclosed. In this article, we propose an alternative ontological stance for teaching and learning in higher education, one that is informed by the growing body of relational ontology scholarship in theology, philosophy, psychology, nursing, political theory, educational theory, and even information science. The basic contention of a relational ontology is that all relations between entities are ontologically more fundamental than the entities themselves. Within this perspective, the “self” is not so much a personal possession as it is a process of relatedness and a reflection of one’s relational experiences. This view of the self has enormous implications for teaching and learning. A relational ontological approach to education will employ more holistic, collaborative, and experiential methods of teaching and learning in which the learner’s (i.e., the self’s) mind, body, emotions, spirit, and environment are all considered essential components of the learning process. The conversation presented in this article is an invitation to rethink the ontological foundations upon which CYC education is currently constructed and to explore the potential of an ontological revolution in CYC teaching and learning pedagogy. In CYC, as in other disciplines, it is the visionaries operating at the edges of the discipline’s philosophical, theoretical, and practice boundaries who provide the critical reflection and creativity of thought to nudge the field forward. The educationists are suggested to join this adventure.
- ItemIntroduction to Pass the mic(2020) Berikoff, AhnaPass the Mic is a podcast research project involving MacEwan University’s Bachelor of Child and Youth Care students, graduates and practitioners in the field. Participants take up the mic as a forum for expression touching on salient aspects of identity and experience in socio-cultural and institutional contexts. The sharers of knowledge are storytellers, poets, artists and thinkers. Individuals discuss their variant experiences with a focal point on identity - complex identities that are not siloed in any one location but in motion and intersecting across locations and experiences. The podcast conversations and readings are thought provoking, critical and at times emotional, for example, topics range from experiences of racism, sexism, ableism, gender bias, religious bias, Islamophobia, transphobia, body-shaming, mental health and other points of social inequity. Individuals easily disrupt stereotypes and generate ideas for greater social equity, especially in classrooms, work contexts and life-spaces. Discussions take place around kitchen tables, living room spaces and office spaces. So stay tuned as the episodes will continue to emerge in numbers and topics.
- ItemNewcomer experiences: part two(2020) Berikoff, AhnaIn part two of Newcomer Experiences, Pria, Lance and Abby talk about what it means to adapt to a different educational environment in Canada. They discuss the importance of friendships and open conversations as a means of integrating more successfully at MacEwan’s Child and Youth Care program.
- ItemPass the mic: identity and agency in child and youth care environments(2019) Berikoff, Ahna; Reed, KelseyBeginning with this issue, RCYCP has invited participants in the Write On and Pass the Mic project to share their work. Individuals taking part in this writing/podcast project - are students and post-grads from the Bachelor of Child and Youth Care at MacEwan University, Alberta, Canada. They are the sharers of knowledge; the storytellers. As supporters of this project providing gentle guidance, we both recognize the integral role of storytellers to inform, challenge, exchange and learn collectively. We have the privilege of being with these individuals as they share with openness and vulnerability the dimensionality of their identities and experiences. They share with intimacy, transparency and poignancy. As a starting point we, supporters of this project, invite you into our stories communicating who we are and where we are from along the passages of our ancestry.
- ItemQueer identities: part two: integrating queer knowledge(2020) Berikoff, AhnaIn part two of Queer Identities, Parker, I and Aidan provide important insights and suggestions to integrate Queer knowledge into Child and Youth Care curriculum and how instructors can demonstrate understanding, knowledge and allyship.