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Building on queer theory, on formative and current discourses of child and youth care (CYC), and on feminist and other ethics of care theorizing, this paper applies queer analytics to CYC by considering how desire, identity, sexuality, theory, and politics may be taken up within CYC.

Building on queer theory, on formative and current discourses of child and youth care (CYC), and on feminist and other ethics of care theorizing, this paper applies queer analytics to CYC by considering how desire, identity, sexuality, theory, and politics may be taken up within CYC.

In this introduction, the authors situate this special issue within the current sociopolitical contexts of child and youth care (CYC) and offer potentialities through "queering CYC". They consider how CYC might be analyzed through a queered lens, outline ways CYC has, and has not, taken up queer theory, and imagine what a queered CYC might (un)become. The authors provide context for this issue and invite queer generosity in reading how queering can be in conversation with CYC.

Youth-adult partnerships in child and youth services engage the participants in collaborative, shared decision making, in areas such as governance, program planning and implementation, and advocacy. However, these partnerships often occur in isolation, and fail to engage in potentially useful, larger conversations about theory and research. Therefore, in an effort to provide common grounds for understanding and engaging in such partnerships, we offer an overview of current literature. We discuss definitions and discourses, describe models of youth-adult partnerships, and briefly consider current research on potential benefits for youth, adults, organizations, and communities. We also present challenges and promising practices for adult allies engaged in youth-adult partnerships.

This study offers a preliminary investigation into a simulation-based, service-user-involved teaching model within a post-secondary child and youth care program. Using the method of collaborative self-study, this research draws on the diverse perspectives of six co-researchers, documenting our experience of this model through the lenses of student, professor, youth trainer, and facilitator. This study uses praxis (the cycle of action and reflection) and dialogic learning (learning through dialogue) to unpack personal and professional questions of expertise, participation, professional development, and anti-oppressive practice.