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CYC101: Supplementary Readings

A guide to resources for CYC101 assignments.

Readings by week

Week 1

Course Overview

Garfat, T. & Fulcher, L. (2012) Characteristics of a relational child and youth care approach. Child and Youth Care in Practice, 5-24.

Skott-Myhre, H. A., & Gretzinger, M. (2005). Radical youth work: creating mutual liberation for youth and adults, Part II. Journal of Child and Youth Care Work, 20, 110-127.

Singh, D. (2013). The 5 W’s and the H’s of the Anti-Oppression Framework. Retrieved from


Week 2

Child and Youth Care History

Charles, G. & Garfat, T.  (2009).  Child and youth care practice in North America: Historical roots and current challenges.  Relational Child and Youth Care Practice 22(2), 17-28.  

Saraceno, J. (2012). Mapping whiteness and coloniality in the human service field: Possibilities
for a praxis of social justice in child and youth care
. International Journal of Child, Youth and Family Studies (2 & 3), 248–271.

Truth and Reconciliation Commission of Canada. (2015) Honouring the truth, reconciling for the future.

Tuck, E., & Yang, K.W. (2012). Decolonization is not a metaphor. Decolonization: Indigeneity, education & society, (1)1.

Week 2

Professional Development and Transformative Learning

Skott-Myhre, K., & Skott-Myhre, H. A. (2011). Theorizing and applying child and youth care praxis as politics of care. Relational Child & Youth Care Practice, 24.

White, J. (2007). Knowing, doing and being in context: A praxis-oriented approach to child and youth care. Child & Youth Care Forum, 36(5-6), 225-244.


Week 3

The Milieu

de Finney, S., Dean, M., Loiselle, E., & Saraceno, J. (2011). All children are equal, but some are
more equal than others: Minoritization, structural inequities, and social justice praxis in residential care. International Journal of Child, Youth and Family Studies, 3 & 4, 361-384

Mikkonen, J., & Raphael, D. (2010). Social Determinants of Health: The Canadian Facts. Toronto: York University School of Health Policy and Management.


Week 4

Intro to Theory and Domains

Delgado, R. & Stefancic, J. (2017) Critical race theory: An introduction. NYE Press.

DiAngelo, R. (2011). White fragility. The International Journal of Critical Pedagogy, 3(3).

Krueger, M. (2006). Exploring class and critical race theory: Rethinking how we/I might have
gone wrong in developing the profession. CYC-Online , 95. Retrieved from

Crosley-Cororan, G. (2014). Explaining White Privilege to a Broke White Person.



Week 5


Tufekci, Zeynep. (May 19, 2016). The Real Bias Built In at Facebook. The New York Times.

Barford, S. W., & Whelton, W. J. (2010). Understanding burnout in child and youth care workers. Child & Youth Care Forum, 39(4), 271-287.

Garfat, T. & Charles, G. (2007). How am I who I am? Self in child and youth care practice. Relational Child and Youth Care Practice, 20(3), 6-16.

Kouri, S. (2015). The canonical self and politicized praxis: A tracing of two concepts. International Journal of Child, Youth and Family Studies, 6(4), 595-621.

McIntosh, P. (1988). White privilege: Unpacking the invisible knapsack.

Crosley-Cororan, G. (2014). Explaining White Privilege to a Broke White Person.


Week 7


Batasar-Johnie, S. (2017). A response to “why are we so white”: A West-Indian/Indo-Caribbean Canadian Practitioner. CYC-Online, 221, 5-10.

Chutter, K. (2007). Opening our awareness to heterosexist and homophobic attitudes in society. Relational Child and Youth Care Practice, (20)3.

Clark, B. A. (2017). Ethics in child and youth care practice with transgender youth. International
 Journal of Child, Youth and Family Studies, 8(1), 74-96

Fusco, D., & Baizerman, M. (Eds.). (2013). Professionalization deconstructed: Implications for the field of youth work [Special Issue]. Child & Youth Services, 34(2), 89-99

Gharabaghi, K. (2017). Why are we so white? CYC-Online, 220, 6- 11.

Week 8


Sue, D. W., Capodilupo, C. M., Torino, G. C., Bucceri, J. M., Holder, A., Nadal, K. L., & Esquilin, M. (2007). Racial microaggressions in everyday life: Implications for clinical practice. American psychologist, 62(4), 271.

The Microaggressions Project. (2017). Microaggressions blog. Retrieved from http://



Wagaman, A.M. (2016). Promoting empowerment among LGBTQ youth: A social justice youth development approach. Child and Adolescent Social Work Journal, 33(5), 395-405. doi:10.1007/s10560-016-0435-7

Week 10

Human Development

Brendtro, L. K., Brokenleg, M., & Van Bockern, S. (2005). The circle of courage and positive
Reclaiming Children & Youth, 14(3).

Marshall, N., & Tragni, P. (2015). Successful Transitions into Mainstreamed High Schools for
Students on the Autism Spectrum: A Child and Youth Care Approach
. Relational Child and Youth Care Practice, 28(1).

Pacini-Ketchabaw, V. (2011). Rethinking developmental theories in child and youth care. Child
and youth care: Critical perspectives on pedagogy, practice, and policy
, 19-32.

Scott, D. G. (2003). Spirituality in child and youth Care: Considering spiritual development and “relational consciousness.” Child & Youth Care Forum, 32(2), 117-131.

Week 11

Systems Context

Derksen, T. (2010). The influence of ecological theory in child and youth care: A review of the literature. International Journal of Child, Youth and Family Studies, 1(3/4), 326-339.

May, K. (2017, December 29). Tripped up, locked up. Winnipeg Free Press. Retrieved from

Week 12


 Goodley, D., & Runswick-Cole, K. (2010). Emancipating play: Dis/abled children, development and deconstruction. Disability & Society, (25)4, 499-512.

Hart, R. (1992). Children’s participation: From tokenism to citizenship. Retrieved from:

Munroe, T. (2017). Enriching relational practices with critical anti-black racism advocacy and perspectives in schools. Relational Child and Youth Care Practice, 30(3), 32-45.