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Child and youth welfare in globalized societies: Migration in child and youth care – a transnational curriculum for social work courses

Child and youth welfare has become an international issue during the last two centuries: cross-national exchanges of knowledge, models, and programs, but also competition and conflicts between nation states, have led to an increasingly international perspective on the conditions in which children and young people grow up and on the social services that assist these populations. Since the 1920s when the first international social work associations were developed (cf. the establishment of the IASSW in 1928), social work practitioners, academics, and politicians have worked together not only to identify similarities and differences, but also to develop a joint international research and practice agenda (Chambon, Johnstone, & Köngeter, 2014). Economic globalization and a growing awareness of social problems have intensified the rate of knowledge production regarding child and youth welfare throughout the world. Today, concerns about childhood and adolescence are seen as an international matter, and childhood and adolescence themselves as a generative core of social policy, not only within national welfare systems, but also beyond. Initiatives such as the Better Care Network (http:// www.bettercarenetwork.org/bcn/) or the International Child and Youth Care Network (http://www.cyc-net.org) are examples of this development. Against this background, the EU Tempus project TACHYwe (Transnational Academic Carees in Child and Youth Welfare) aims at developing a curriculum on international child and youth welfare that helps future professionals to take full advantage of the transnational knowledge production in child and youth welfare. As well, it prepares practitioners to identify the pitfalls of a global standardization of social work with children and youth. The TACHYwe consortium consists of ten universities and research institutions: four from inside the EU, four from Israel, and two from Russia. With this report, we as coordinators of this project make a case for a transnational perspective on knowledge production. Debates on the internationalization of social work education oscillate between a universalistic approach that emphasizes the importance of global standards and a relativistic standpoint that brings forward the uniqueness of norms and values in societies (Healy, 2007). The suggested transnational perspective aims to avoid the hotly debated opposition between universalism and relativism in social work practice, and suggests focusing on the ongoing translation of knowledge between different social worlds (Köngeter, 2014). We start with selected insights into the transnational rationale of the project TACHYwe, continue with the process of the