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      Risking Attachments in Teaching Child and Youth Care in Twenty-First-Century Settler Colonial, Environmental and Biotechnological Worlds

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          Abstract

          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.

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          Being Indigenous: Resurgences against Contemporary Colonialism

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            When species meet

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              Complexity and Curriculum: A process approach to curriculum-making

               Peter Knight (2001)
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                Author and article information

                Journal
                Ijsp
                International Journal of Social Pedagogy
                UCL Press
                October 2017
                : 6
                : 1
                Affiliations
                [1 ] School of Child and Youth Care, University of Victoria, Canada
                [* ] Correspondence: jhwhite@ 123456uvic.ca
                Article
                10.14324/111.444.ijsp.2017.v6.1.004

                This work is licensed under a Creative Commons Attribution 4.0. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

                Page count
                Figures: 0, Tables: 0, Equations: 0, References: 56, Pages: 21

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                International Journal of Social Pedagogy
                Volume 6, Issue 1

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