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A Course-Based in-Queer-y Into the Preparedness Of Child and Youth Care Students to Support 2SLGBTQ+ Youth

Author

Listed:
  • Ian Brown
  • Victoria Eeles
  • Victoria Steinwand
  • Gerard Bellefeuille

Abstract

The aim of this course-based study was to explore the perceptions of child and youth care (CYC) students at MacEwan University regarding their readiness upon graduation to effectively support 2SLGBTQ+ youth. Working in the interpretive and critical research paradigms, data were collected using focus groups and an expressive arts-based activity. Three overarching themes were identified during the thematic analysis: a) need for more education, b) need for a change in the teaching approach, and c) lack of preparedness.

Suggested Citation

  • Ian Brown & Victoria Eeles & Victoria Steinwand & Gerard Bellefeuille, 2021. "A Course-Based in-Queer-y Into the Preparedness Of Child and Youth Care Students to Support 2SLGBTQ+ Youth," European Journal of Education and Pedagogy, European Open Science, vol. 2(1), pages 78-83, January.
    • Handle: RePEc:epw:ejedu0:v:2:y:2021:i:1:id:30051
    DOI: 10.24018/ejedu.2021.2.1.51
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    References listed on IDEAS

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    1. Gerard Bellefeuille & Rebecca Stiller & Stephen Neuman & Jack Deol & Cole Smith & Mackenzie Brown & Holly Gautreau & Andrea Diduch, 2017. "Building a Child and Youth Care Culture of Relational-Centred Praxis: Ours to Make," American Journal of Education and Learning, Pacharapa Naka, vol. 2(1), pages 43-64.
    2. Gerard Bellefeuille, 2014. "A Course-Based Creative Inquiry Approach to Teaching Introductory Research Methods in Child and Youth Care Undergraduate Education," Proceedings of International Academic Conferences 0301163, International Institute of Social and Economic Sciences.
    3. Gerard Bellefeuille & Rebecca Stiller & Stephen Neuman & Jack Deol & Cole Smith & Mackenzie Brown & Holly Gautreau & Andrea Diduch, 2017. "Building a Child and Youth Care Culture of Relational-Centred Praxis: Ours to Make," American Journal of Education and Learning, Online Science Publishing, vol. 2(1), pages 43-64.
    Full references (including those not matched with items on IDEAS)

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