Borders and Entangled Meshes

In a recent post, entitled Thinking About Borders and Tangled Meshes, Jennifer White writes about the borders that we place around child and youth care.  She challenges us to rethink these borders, and attend to (become entangled with) the social and material conditions that might shape our practices in child and youth care.  We need a “complicated” conversation, she writes.

White’s proposal is one of the inspirations for our course – as we attempt to engage with the important questions that she raises:

As educators, practitioners, and scholars who are centrally concerned with the well-being of children, youth and families, how do we bring more balance to our intellectual, political, ethical, professional and pedagogical interests and commitments in a way that recognizes our interconnectedness and responsibilities to each other, to the land, and to the planet?  How do we recognize that we are often implicated in the very problems we are setting out to solve? What does it mean to be a ‘global citizen’ or to make a commitment to de-colonization? What does it mean to live a worthwhile life, when life as we know it is under threat (Zylinska, 2014)?  What interdisciplinary fields and emerging bodies of scholarship can help us think and respond to the complex challenges we face in the 21st century ?  (White, 2015)

We are going to start the second part of our first seminar, discussing some of these questions.

Note:  White’s Thinking About Borders and Tangled Meshes is an adapted version of her paper An ethos for the times: Difference, imagination and the unknown future in child and youth care, published in the International Journal of Child, Youth & Family Studies.