CYC822_ Professional Practice and Identity- Reading and Thinking Circle #1 (1)

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Faculty of Community Services: School of Child and Youth Care 1 Reading and Thinking Circle #1 Faduma Elmi, Hasset Ameha, Jessica Tan, Lily Johnson & Zoe Red Natan Faculty of Community Services: School of Child and Youth Care Toronto Metropolitan University CYC 822: Professional Practice and Identity Instructor: Agnes Quittard February 7, 2024

CYC 822 CYC Professional Practice Identities READING CIRCLE SUMMARY 2 CYC 822 CYC Professional Practice Identities READING CIRCLE SUMMARY DATE: Wednesday, February 7, 2024 Attendance & Roles Leader: Hasset Summarizer: Zoe Linguist: Lily Passage Person: Jessica Connector: Faduma Readings & Resources: 1. MacKenzie, K. (2020). Unsettling White Settler Child and Youth Care Pedagogy and Practice: Discourses on Working in Colonial Violence and Racism. International Journal of Child, Youth and Family Studies, 11 (3), 80– 107. https://doi.org/10.18357/ijcyfs113202019701 2. MacKenzie, K, (2021) Unsettling the White Settler Problem in CYC. Relational Child and Youth Care. Vol 34. Issue 2. 3. Stephen, J.. Amponsah, P. Vachon, W. (2019 ) http://www.cycpodcast.org/e/a-conversation-with-juanita-stephen-and-peter-amponsah- from-the-child-and-youth-care-alliance-for-racial-equity-care-1559099304/ What? ( Reference Description, Author, artist, creator/format/source. Summary 1. Unsettling White Settler Child and Youth Care Pedagogy and Practice, MacKenzie, K. (2020) The study aims to transform White settler child and youth care practices by offering ethical frameworks to confront colonial violence, racism, and White settler fragility. Through practitioner narratives, it reveals the pervasive nature of systemic racism and colonial violence in the field, advocating for unsettling Whiteness and promoting justice-oriented praxis. Grounded in theoretical foundations of Whiteness, White supremacy, settler colonialism, and Eurocentrism, the analysis situates child and youth care within the power structure of White supremacy, emphasizing urgency due to historical injustices like the removal of Indigenous children. Employing an approach

CYC 822 CYC Professional Practice Identities READING CIRCLE SUMMARY 3 with critical race, feminist, antiracist, and activist methodologies, the study addresses White fragility and spiritual pain and calls for unsettling settler colonialism as both an ethical and theoretical commitment. The text explores the experiences of White settler practitioners and Indigenous/racialized practitioners, revealing challenges, complexities, and embodied stress in dealing with issues of colonial violence, racism, and White settler privilege. Indigenous and racialized practitioners discuss the consistent impact of colonial systems on their ways of knowing, highlighting the dynamics of microaggressions and the importance of representation in the field. The concept of "unontologizing" is introduced as a crucial process for White settler practitioners to unlearn normalized beliefs, engage with discomfort, and confront unintentional biases within a broader, more inclusive learning framework. 2. Unsettling the White Settler Problem in CYC. Relational Child and Youth Care, MacKenzie, K. (2021) The author, a white cisgender woman with three decades of experience in Child and Youth Care (CYC), reflects on her role as a practitioner on Indigenous territories. Drawing attention to settler colonialism and acknowledging her ancestral lineage, she emphasizes the need for settlers to confront historical injustices and take responsibility for colonial crimes. The text delves into the ongoing impact of colonial systems on Indigenous communities, particularly in the child welfare system. It critiques the whiteness ingrained in CYC, citing scholars who challenge the field to address white supremacy, Eurocentrism, and racism. The author calls for dismantling the myth of the white saviour and emphasizes the importance of political action and advocacy to disrupt systemic inequalities in CYC. 3. A conversation with Juanita Stephen and Peter Amponsah from the Child and Youth Care Alliance for Racial Equity (CARE), Stephen, J., & Amponsah, P. Vachon, W. The central theme of the discussion revolves around the pervasive impact of institutional oppression on the lives of young people in the Child and Youth Care (CYC) field. Juanita, representing the community-based group IBOEC connected to Child & Youth Care, highlights racial inequity within CYC. The conversation delves into the critical importance of equity in representation and teaching practices, emphasizing that those instructing or informing CYC practices should mirror the diverse recipients of these practices. Issues related to pre-service education are explored, exposing how the classroom environment shapes perceptions of who needs care and who provides it, influenced by the appearance and discourse of instructors. The

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CYC 822 CYC Professional Practice Identities READING CIRCLE SUMMARY 4 harmful aspects of current care concepts, specifically the focus on "moments," are discussed by Peter, proposing a shift towards an integration continuum. The dialogue underscores the need to address historical contexts, hiring practices, and institutional ideologies shaping CYC. The participants emphasize the systemic nature of the challenges, proposing the establishment of a Child & Youth Alliance and urging a deeper conversation about structural changes rather than relying solely on individual practitioners. Juanita and Peter stress the importance of avoiding superficial discussions and buzzwords, advocating for a more comprehensive integration of intersectional perspectives and anti-oppression ideologies into education and service delivery. They conclude by highlighting the role of research as a crucial component in advocating for change within the CYC community. Discussion Summary: Themes, relevance. (Point form highlights) Reading/Resource 1. - Impact of Whiteness & Settler colonialism - Eurocentrism - Dismantle Systemic Injustices - Transtheoretical Approach (critical race theory, feminism, antiracism & activism) - White Fragility - Impact on Indigenous & racialized practitioners(spiritual pain) Reading/Resource 2. - Impact of Whiteness & Settler colonialism - Eurocentrism - Colonial violence - Importance of interrogating white settler privileges

CYC 822 CYC Professional Practice Identities READING CIRCLE SUMMARY 5 - Impact on Indigenous & racialized practitioners(spiritual pain) - Importance of Transformative networks Reading/Resource 3. - Institutional Oppression - Racial Equity in CYC - Cultural Competence & Diversity - The appliance of language (e.g. Intersectionality & Decolonization) The Linguist: Interesting words, phrases, jargon: Word, Phrase, Content Discussion, Connections & Reflections White settler child and youth care practice This phrase is crucial in addressing the white settler privilege that is embedded in the field of child and youth care. It directly challenges the current system in place, which is white-dominated, and this is crucial for addressing ongoing colonial injustices for racialized children and youth. Transtheoretical approach The term transtheoretical approach in child and youth care stuck out as important, as this approach outlines the importance of unsettling white settler child and youth care. This approach applies anti-racism, intersectionality, and critical race theories, which can be connected to many child and youth care values and teachings. White fragility White fragility, as used in the article, is an issue that keeps child and youth care from progressing. This is important to acknowledge as it involves white guilt, which creates discomfort when speaking about the issues within this system. ‘residential programs operate today that replicate residential schools’ This phase stood out as being very important as it highlights how the white-settler problem within the field of child and youth care continues to perpetuate colonization. Specifically, removing Indigenous children from their homes and putting them in residential programs with white staff takes them away from their culture but is labelled as ‘helpful.’ Settler Privilege Settler privilege in the context of the article is described to be a more concealed issue than white privilege, and is very prevalent throughout Canada. This term is important to understand as colonialism is embedded in the field of child and youth care, and continues to exploit and harm Indigenous and racialized children and youth. Millennium scoop The article highlights the active Millennium Scoop in Canada, which is Indigenous children and youth being removed

CYC 822 CYC Professional Practice Identities READING CIRCLE SUMMARY 6 from their communities and placed into the child welfare system. This can be connected to the other phrase which brings attention to the issues surrounding residential programs for Indigenous children and youth, and how both continue to bring harm to these communities and perpetuate colonization. Racial inequity manifesting in child and youth care Connecting the three resources, this phrase helps to understand what the resources are all trying to highlight. The field of child and youth care is a system that is built upon colonization, and as a result, these racial inequities that are present in Canada are manifested throughout the field of child and youth care. It is important to highlight this issue as child and youth care focuses on anti-oppression and anti-racism; however, there are still a lot of issues present throughout this system. Shift our field within Canada This phrase stood out as it brought attention to the need to shift the field of child and youth care throughout Canada to a system that is truly anti-racist and anti-oppressive. This phrase from the third resource can be connected to the other articles which also highlight the white-settler issue in the field of child and youth care, and a need for this to change. The Passage Person: Passages Selected and Shared Passage Reference or Description. (Summary or citation – does not need to be word for word) Discussion, Connections & Reflections “White supremacy consciousness is an important concept in navigating the meaning- making of the collaborative dialogues on White settler privilege in child and youth care. The maintenance of White settler superiority and privilege is often unconscious” (Mackenzie, Related to the two articles, this discusses a very important topic within the CYC profession: white privilege or settler privilege. As discussed, many CYCs are those who are white, and it begs the question of whether or not they talk about the privilege they have and potential biases they have even when working in CYCs. As stated, the perpetuation of white settler superiority is often unconscious, which means that professionals need to start working on recognizing that the superiority that they may feel needs to be challenged for a proper relationship between practitioner and youth. More than ever, there is a pressing need for diversity within the classrooms and positions of power to give the unique perspective that has and can bring to an upper level of management and aspiring CYC students.

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CYC 822 CYC Professional Practice Identities READING CIRCLE SUMMARY 7 2020, p. 98). “It is with humility and the responsibility to enact colonizer repair that I acknowledge my own occupier lineage. I cannot be separated from my ancestors’ journeys, nor from the violent impacts on the peoples and lands of Turtle Island” (Mackenzie, 2021, p. 54). Everyone in the group believes that actively acknowledging that everyone within Canada has settler privilege. With all the historical and ongoing injustices that the Indigenous are facing, we cannot help but bring up the Truth and Reconciliation Commission. To begin the journey of truth and reconciliation, Canada and we as practitioners have much we need to actively do for proper reconciliation and care when working as CYCP. The second part of the quote relates to the passage below in the sense that it brings up the fact that the violent and racist part of the CYC cannot be separated from the work that we do as CYCs to this day. The violent and racist past will serve as a reminder of what can happen when we do not leave our biases at the door and bring them into work as care professionals. Teachers and professors who are teaching care and concepts do not reflect those who are in the classrooms and those they serve on the field. Individuals who are informing the practices need to resemble those who majorly receive it. If those who are teaching about who receives care only look a certain way, there is a split in who needs care v.s. providing it. Looking back during all our years at TMU, we can count on one hand the number of professors who taught us who were not white. There is a massive disconnect between the youth population we always hear is overrepresented and those teaching us theories, methods and frameworks. We all would like to be taught by a more diverse faculty. We all believe that the differences in upbringing, culture and life experiences can bring a unique perspective and lens that we may not have considered. This ties to the third source in the sense that they have also discussed the fact that those who are teaching in the classrooms of CYC classes are usually those who are not often talked about or who we think about when receiving CYC care. This harmful notion, also discussed in the third source, talks about the academic context and raises questions about the history/founding of CYC, hiring practices and those in positions of power v.s. those front lines on the field. The Connector: Connections made, shared, discussed, considered. Description/Summary of connections. Discussion, Connections & Reflections Between Material, with Course Themes,

CYC 822 CYC Professional Practice Identities READING CIRCLE SUMMARY 8 Relevance & Impact on CYC Practice Identity(ies) White privilege, Settler privilege, and White Settler Privilege Representation White privilege, settler privilege and white settler privilege are all connected within the two readings. White privilege is the advantage a white person has over other individuals of a different race due to the injustice and inequality in society. Settler privilege is the advantage one has after immigrating to land and creating it as a permanent residence. White settler privilege is individuals who are white, settling on land and having the privilege of creating systems by themselves and for themselves. At the same time, many other disadvantaged groups have yet to be provided that opportunity and often have had to abide by rules that do not fit their perceptions or needs. Connecting the readings and the podcast, the discussion about representation mattered as one of the guest speakers mentioned: "The individuals that are informing the practice that gets delivered are reflective of those that are receiving those services" (Stephen et al., 2019). The discussion about representation opened up many times in decision-making opportunities; individuals from Indigenous, Black and racialized backgrounds are not included in those conversations to find the right balance of what works and what is best. The systems that many of our young people are going to for support are the same systems that contributed to why they are there in the first place (generational and colonial trauma, PTSD, systemic racism, etc.). The quote above resonates with the theme of representation and identity, as our young people from multicultural backgrounds are often informed of "useful information." However, the one delivering that message does not resemble or has difficulty connecting with children/youth from multifaceted backgrounds. The following steps discussed creating a therapeutic milieu that is youth-centring, trauma-informed and anti-oppressive. It is essential to understand that a space designed for the young person resembles and represents what works and is best for them. A therapeutic milieu ensures one's well-being is fit and cared for physically, psychologically, mentally, and spiritually in a space. What does that look like:

CYC 822 CYC Professional Practice Identities READING CIRCLE SUMMARY 9 Therapeutic Milieu, A space small/ample enough to move around in Natural sunlight and windows are enough for a natural breeze. Activities/equipment to support coping mechanisms (playdough, fidget toys, sporting equipment, bean bag chair, stress balls, colouring pages/books, etc.) Calming area for the young person Impact Required Questions: 1. What/who is this resource's identity, representation, and/or voice? a. Individuals who self-identify as Indigenous, Black or racialized or representing organizations/initiatives that serve underrepresented communities 2. What are the assumptions about Child and Youth Care, values, and frameworks evident in this material? How would you align this material politically? a. MacKenzie (2020): i. Assumptions: This material likely challenges the assumption that CYC practices are neutral or universally applicable. It may critique the perpetuation of colonial violence and racism within CYC. ii. Values: The material likely values critical reflection, cultural humility, and ethical engagement. It may prioritize the voices of Indigenous and nonwhite communities. iii. Frameworks: The framework here could be critical pedagogy, anti-oppressive practice, and decolonization. It aims to unsettle existing norms and promote transformative change. iv. Political Alignment: This material aligns politically with progressive and anti-colonial movements. It advocates for justice, equity, and dismantling oppressive structures b. MacKenzie (2021): i. Assumptions: Similar to the previous material, this one likely challenges white settler privilege within CYC. It may be assumed

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CYC 822 CYC Professional Practice Identities READING CIRCLE SUMMARY 10 that dismantling colonial structures is essential. ii. Values: Values may include equity, inclusion, and centring marginalized experiences. The material likely values relational approaches and community collaboration. iii. Frameworks: The framework could involve critical race theory, intersectionality, and postcolonial perspectives. iv. Political Alignment: Politically, this material aligns with social justice movements and transformative change. c. Stephen, Amponsah, and Vachon (2019): i. Assumptions: Assumptions here likely revolve around the need for racial equity in CYC. It assumes that systemic racism exists and must be addressed. ii. Values: Values may include anti-racism, cultural competence, and advocacy. The material likely values community-led solutions. iii. Frameworks: The framework could involve anti-racist practice, trauma-informed care, and community organizing. iv. Political Alignment: This material aligns with movements advocating for racial justice and dismantling oppressive systems. 3. Can you locate ideas in this reading/resource in your CYC education, approach to practice and professional identity? How do these ideas fit with you or cause discomfort to you? a. The idea that the podcast shared about ensuring that young people from multicultural communities are represented is an idea that fits with us. We say this as organizations often need more diversity in many hierarchy steps. Representation and diversity matter in the field of CYC as young people will have the opportunity to connect with those who resemble them, co-workers will have the opportunity to learn, and the field will then provide adequate care for young people, representing many of the different identities they hold. 4. How does this material challenge assumptions about a. Power in CYC relational practice i. The studies highlight the role of power dynamics embedded in racist ideologies, state structures, and cultural hegemonies. They encourage a critical perspective on care, love, and relational practice. By acknowledging historical events and practices connected to generational trauma, they disrupt the notion of power as unidirectional and emphasize the need for more inclusive and culturally sensitive approaches.

CYC 822 CYC Professional Practice Identities READING CIRCLE SUMMARY 11 b. Who ‘does’ CYC i. Traditionally, CYC has been perceived within rigid professional boundaries. However, these studies challenge this notion by framing CYC as an approach rather than a fixed practice. They recognize that different individuals and groups, based on race, gender, and ability, bring diverse lived experiences to CYC. By centring Indigenous ways of knowing and experiences, they broaden the understanding of who can engage in CYC.. c. What CYC ‘is’ or not. i. The material unsettles the conventional understanding of CYC. It critiques previous versions of CYC characteristics, often centred on White norms. Instead, it re-contextualizes these characteristics within lived experiences and intersectionalities. CYC is no longer seen as a monolithic practice but as a dynamic field that adapts to diverse contexts and challenges colonial violence and racism. d. What you have been ‘taught’ in a CYC degree i. The studies encourage critical reflection on what CYC practitioners have been taught. They invite practitioners to question dominant narratives and engage in ongoing learning. The material emphasizes the effects of trauma on young people and the importance of addressing generational trauma. Considering diverse perspectives and ethical pathways, practitioners are urged to unlearn and relearn. e. Your CYC Practice Identity i. As a CYC practitioner, your identity is no longer confined to a prescribed set of practices. Instead, it evolves through critical engagement with the material, recognizing the impact of colonial violence and systemic racism. Your practice identity becomes a dynamic process of unsettling privilege, challenging norms, and promoting equity and justice in CYC. Personal Questions: 1. How does the study on “Unsettling White Settler Child and Youth Care Pedagogy and Practice” challenge dominant White norms and conventions in child and youth care? What are the key findings regarding colonial violence and systemic racism in this context? a. The study titled “Unsettling White Settler Child and Youth Care Pedagogy and Practice” by MacKenzie (2020) critically examines child and youth care practice within the context of colonial violence, systemic racism, and dominant White norms. Here are the key

CYC 822 CYC Professional Practice Identities READING CIRCLE SUMMARY 12 findings: i. Challenging Dominant White Norms: 1. The study highlights the need to disrupt and reframe established White settler child and youth care practices. It calls for critical reflection on the dominant norms perpetuated by White practitioners. 2. Despite recognizing the issues, challenging these norms remains complex due to entrenched Whitestream practices in educational institutions, child welfare, and justice systems. ii. Colonial Violence and Systemic Racism: 1. Participants in the study acknowledge that colonial violence and systemic racism persist in child and youth care contexts. 2. These harmful patterns are deeply rooted and impact the experiences of children and youth within these systems iii. Ethical Pathways: 1. The research proposes two ethical pathways for unsettling White settler privilege in child and youth care: 2. Encouraging critical dialogue and intentional actions to address the impact of colonial legacies. 3. Promoting equity, justice, and transformative approaches. 2. How can child and youth care practitioners actively dismantle White settler privilege and challenge systemic racism within their practice? a. Self-Reflection and Acknowledgment: Begin by acknowledging your positionality within colonial systems. Reflect on how White settler privilege manifests in your practice. b. Disrupting Norms: Challenge conventional practices that perpetuate systemic racism. Question the status quo and actively work to unsettle dominant norms. c. Amplify Marginalized Voices: Center Indigenous and racialized perspectives. Understand the impact of colonial violence on these communities and elevate their voices. d. Transform Education: Integrate anti-racist frameworks into child and youth care pedagogy. Create learning environments that critically examine privilege, racism, and colonial legacies. e. Advocacy and Allyship: Advocate for policy changes and systemic reforms that address racial disparities. Be an ally by supporting

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CYC 822 CYC Professional Practice Identities READING CIRCLE SUMMARY 13 Indigenous-led initiatives and advocating for equity. 3. How does the Child and Youth Care Alliance for Racial Equity (CARE) address racial inequities within child and youth care education, policy, and service provision in the Province of Ontario? a. The Child and Youth Care Alliance for Racial Equity (CARE) addresses racial inequities within child and youth care education, policy, and service provision in the Province of Ontario. The mission of CARE is to challenge systemic and institutional oppression that impacts the lives of young people in Ontario through child and youth care education, policy, and service provision. CARE aims to address racial inequities by i. Challenging systemic and institutional oppression: CARE recognizes the need to challenge the existing systems and structures that perpetuate racial inequities within child and youth care. By advocating for change at the systemic level, CARE aims to create a more equitable and inclusive environment for young people. ii. Broadening conceptions of care: CARE seeks to broaden the understanding of care beyond traditional child and youth care approaches. This involves exploring and incorporating diverse perspectives and practices that are more inclusive and responsive to the needs of marginalized communities. iii. Through these efforts, CARE aims to create a more equitable child and youth care system in Ontario, addressing racial inequities and promoting inclusivity in education, policy, and service provision. 4. How do these studies collectively contribute to our understanding of child and youth care pedagogy and practice concerning colonial violence, racism, and White settler privilege? a. MacKenzie (2020) collaborates with child and youth care practitioners across Canadian provinces. The focus is on understanding, naming, contesting, and struggling with White settler privilege. Participants recognize the entrenched nature of colonial violence and systemic racism within child and youth care practice. The study aims to unsettle dominant White norms and conventions, ultimately contributing to a more critical, experiential, and culturally relevant pedagogy and practice. b. MacKenzie (2021): In this work, MacKenzie continues to address the White settler problem within child and youth care. Drawing from critical practitioners’ narratives, the study disrupts and reframes White settler child and youth care practice. It emphasizes ethical pathways for teaching and working that challenge colonial violence, racism, and White settler fragility. c. Stephen, Amponsah, and Vachon (2019): Although not directly separated by readings, this conversation with Juanita Stephen and Peter Amponsah from the Child and Youth Care Alliance for Racial Equity sheds light on the ongoing overrepresentation of Indigenous families in colonial systems where child and youth care practitioners operate. Addressing these issues contributes to a more informed and accountable practice.

CYC 822 CYC Professional Practice Identities READING CIRCLE SUMMARY 14

CYC822_ Professional Practice and Identity- Reading and Thinking Circle #1 (1)

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