Suchergebnisse

What does it mean to develop an "ethos for the times" when the times we are living in are marked by ongoing change, unpredictability, and uncertainty? How do we make sense of, and actively engage with, the complexities that surround us? What ideas, values, and frameworks can help us, and those we work with, to feel most alive to our mutual potentials and collective possibilities? These questions provide a point of departure for thinking about Child and Youth Care (CYC) in the 21st century. In a world that is always on the move, we need to constantly re-evaluate our theoretical and practice frameworks to determine if they are useful and relevant for the times in which we are now living. As Ulrich Beck (2000) put it, "[the] attempt to apply nineteenth-century ideas to the twenty-first century is the pervasive category mistake of social theory, social sciences and politics" (emphasis in original, p. 224). Recognizing that the field of CYC is itself a site of contested meanings, where ongoing debates about identities, roles, boundaries of practice, and professional status continue to animate the field, the aim of this piece is not to argue for more certainty, specificity, or role clarity. On the contrary, it is a call for increased plurality, greater imagination, and an ongoing openness to the unknown future.

This lecture explores the representation of prayer in opera during the bel canto era. During the operatic bel canto era, prayer scenes were featured with increasing frequency. The popularity of this practice was likely rooted in a Romantic trend towards utilizing religious ceremony for dramatic effect. Eventually, these scenes became a standard part of Romantic Italian opera in a variety of forms, but none so prevalent as the heroine's pleading. As the era developed, the language for referencing a religious figure used in prayers, the musical structure, the orchestration, and the way composers and librettists utilized these scenes within the dramatic context of the opera all changed and moved towards the grand preghiera scenes of Giuseppe Verdi. The scenes examined are: Gioachino Rossini's "Deh, tu reggi in tal momento" from La gazza ladra, Gaetano Donizetti's "Deh, tu di un'umile preghiera" from Maria Stuarda, "Madre pietosa Vergine" from Giuseppe Verdi's La forza del destino, "Deh calma o ciel" from Rossini's Otello, and Verdi's "Ave Maria" also from Otello. A detailed study of the scenes and arias above exemplifies how the politics, tastes, and sensibilities of the Italian people changed.

Many non-Aboriginal practitioners are interested in working effectively with Aboriginal youth, families, and communities. Honouring Indigenous ways of knowing and being informed by a critical consciousness regarding the influence of history, politics, and social forces in the emergence of suicidal behaviour among Aboriginal youth are central to this work. By uncovering assumptions and locating suicide prevention practice withinspecific discourses, this article demonstrates the relevance and value of critical reflection. Qualities of curiosity, collaborative meaning-making, joint knowledge construction, and ethical engagement are valuable resources for counsellors practicing at the clinical or community level. ; Plusieurs praticiens non autochtones sont intéressés à travailler avec des jeunes, des familles, et des communautés autochtones de la façon la plus susceptible d'être effi cace. Le respect des manières autochtones de connaître et d'être informé par une consciencecritique de l'influence de l'histoire, de la politique, et des forces sociales dans l'émergence du comportement suicidaire chez les jeunes Autochtones se situe au centre de ce travail. En dégageant des à-priori et en localisant des pratiques de prévention du suicide dans des discours précis, le présent article démontre la pertinence et la valeur de la réflexion critique. Les qualités de curiosité, de création de sens en collaboration, de construction conjointe des connaissances, et d'engagement éthique sont des ressources valables pour les conseillers pratiquant au niveau communautaire ou clinique.

The purpose of this paper is to explore the conviviality between practices of narrative therapy and the emerging field of critical suicide studies. Bringing together ideas from narrative therapy and critical suicide studies allows us to analyze current suicide prevention practices from a new vantage point and offers us the chance to consider how narrative therapy might be applied in new and different contexts, thus extending narrative therapy's potential and possibilities. We expose some of the thin, singular, biomedical descriptions of the problem of suicide that are currently in circulation and attend to the potential effects on distressed persons, communities, and therapists/practitioners who are all operating under the influence of these dominant understandings. We identify some cracks in the dominant storyline to enable alternative descriptions and subjugated knowledges to emerge in order to bring our suicide prevention practices more into alignment with a de-colonizing, social justice orientation.

Intro -- Contents -- Preface -- Part 1: Seeing Like the Mainstream Media -- 1 Disassembling Media Representations 101 -- 2 Conceptualizing Media Gazes -- Part 2: Media Acting Badly -- 3 Racialized Media, Mediated Racism -- 4 A Gendered Media -- 5 Media, Classed -- 6 Sexuality in the Media -- 7 Engaging Age(ism) -- Part 3: The (Mis)Representational Processes -- 8 Racializing Immigrants/Refugees -- 9 Advertising Beauty -- 10 Reclaiming a Muscular Masculinity -- 11 Framing Religion -- Part 4: Gazing against the Grain -- 12 Social Media as Oppositional Gaze -- 13 Unsilencing Aboriginal Voices -- 14 Ethnic Media -- Conclusion -- References -- Index.

<p>This is the first special conference issue to be published by the <em>International Journal of Child, Youth and Family Studies.</em> It brings together keynote talks, a roundtable conversation, peer-reviewed conference papers as well as a book review. Most of the contributions included here were featured at the Child and Youth Care in Action III Conference, <em>Leading Conversations in Research, Practice and Policy</em>,<em> </em>which took place in Victoria, British Columbia, April 28 to 30, 2011. As the co-chairs of this conference, it gives us great pleasure to introduce this special conference edition of the <em>IJCYFS.</em></p>

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.

As a way to implicate ourselves in the politics of teaching child and youth care, we write as witnesses of the world and, in so doing, we make risky attachments by exploring a politically engaged child and youth care education that does not promote insurance, control or detachment. Rather, in this paper we critically locate child and youth care education within the political and economic realities of today's world. We grapple with the complexities of educating child and youth care practitioners deeply embedded in neoliberal capitalism and settler colonialism, and explore the conceptual shifts that we are experimenting with in our own teaching practices to engage in human service work that responds with care to individual and family need and suffering by engaging with the very structures that perpetuate harm and violence in our society.