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Working with Children and Young People

Ethical Debates and Practices Across Disciplines and Continents


Edited By Anne Campbell and Pat Broadhead

This book provides an interdisciplinary perspective on working with young people, focusing on education, health and social work, and draws on projects and perspectives from the United Kingdom, the United States, Canada and Australia. The volume highlights the ethical challenges and dilemmas as these and other services are integrated and addresses how ethical practices are confronted and shared across disciplines.
The first section looks at professional practice; the second foregrounds children’s and young people’s voices and is especially concerned with children and young people as co-researchers. Subjects addressed within the text include sex education, health education, custodial care, confidentiality and gaining consent, ethical issues around ICT and researching with vulnerable populations.
The book is intended for both scholars and practitioners. It places examples in clearly articulated theoretical frameworks as well as considering professional principles and practice.


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Susan Groundwater-Smith 8 The dilemmas we face: Designing a curriculum for vulnerable children in short-term care 143


Susan Groundwater-Smith 8 The dilemmas we face: Designing a curriculum for vulnerable children in short-term care This chapter will consider the ways in which a school designed to support vulnerable children in short-term residential care (a two-week period) has set about framing a curriculum that can have meaning and relevance and be connected to the students’ lives and experiences. I will first ref lect upon the ways in which schooling can be characterized as riddled by dilemmas and then render the concept of ‘curriculum’ as problematic, particularly so in a challenging environment, taking it beyond the commonplace definition. I will characterize it in relation to three embedded areas: the complex con- text; the substance to be considered along with the media to be employed; and, the reasoning that lies behind the choices that are made. I will argue that to design a curriculum framework that has mean- ing for a range of students who know little of each other or their teacher requires careful attention, so that fundamental touchstones can be found to which all can relate. Two strong trajectories have been identified as needing to inform the framework. The first of these employs accelerated literacy, a process based upon a teaching and learning scaf fold that develops skills through the reading and analysis of a shared text that is engaging and age-appropriate. Its roots are to be found in Indigenous education within Australia. Accelerated literacy is considered to be highly adaptable to the two week intensive residential nature of...

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