This special issue aims to explore Canadian pedagogical and curricular practices in child and youth care and youth work preservice education with an emphasis on empirical and applied studies that centre students’ perspectives of learning. The issue includes a theoretical reflection and empirical studies with students, educators, and practitioners from a range of postsecondary programs in Quebec, Ontario, Alberta, and British Columbia. The empirical articles use various methodologies to explore pedagogical and curricular approaches, including Indigenous landand water-based pedagogies, ethical settler frontline and teaching practices, the pedagogy of the lightning talk, novel-based pedagogy, situated learning, suicide prevention education, and simulation-based teaching. These advance our understanding of accountability and commitment to Indigenous, decolonial, critical, experiential, and participatory praxis in child and youth care postsecondary education. In expanding the state of knowledge about teaching and learning in child and youth care, we also aspire to validate interdisciplinary ways of learning and knowing, and to spark interest in future research that recognizes the need for education to be ethical, critically engaged, creatively experiential, and deeply culturally and environmentally relevant.

中文翻译：

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特殊问题简介

本期专刊旨在探讨加拿大在儿童和青年保育以及青年工作前教育中的教学和课程实践，重点是以学生的学习观点为中心的经验和应用研究。问题包括对来自魁北克，安大略，艾伯塔省和不列颠哥伦比亚省的一系列专上课程的学生，教育者和从业者的理论反思和实证研究。这些经验性文章使用各种方法来探索教学方法和课程方法，包括土著土地和水基教学法，道德定居者的前线和教学实践，闪电演讲的教学法，新颖的教学法，就地学习，预防自杀的教育以及模拟教育。基础教学。这些内容可以增进我们对责任感和对土著人的承诺的理解，中学后教育中的非殖民主义，批判性，体验性和参与性实践。在扩大儿童和青少年保育方面的教学知识水平时，我们也希望验证跨学科的学习和认识方式，并激发对未来研究的兴趣，这种研究认识到教育必须具有道德，批判性，创造性地体验，并且在文化和环境方面都息息相关。