Thinking About Borders and Tangled Meshes

At this time of year, as those of us in higher education contexts get ourselves ready to welcome a new group of students to our classrooms, I am thinking about borders. [1]  Specifically, the borders we place around our academic disciplines, pedagogies, academic journals, areas of specialization, and professional identities. In the field of child and youth care (CYC), the quest to define ourselves once and for all – through the creation of a distinct and bounded field – seems to generate a lot of energy and anxiety, with some of the discussion taking on a tone of professional exceptionalism (i.e. we are the only ones who really ‘get kids’ and the only ones doing it this way).