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This paper offers a process review of a two-year collaborative self-study (CSS) project, piloting a Critical Inclusion CSS model (CICSS). In bringing together the voices of six co-researchers, stage 1 of this project unpacked diverse experiences and insights into a simulation-based/service-user involved teaching model in child and youth care education. In stage 2 the researchers explore, through both written form and graphic narrative, the dynamics and learnings of our collaborative process. Through analysis of meeting transcripts, field notes and multi-directional interviews, we explore the potentials and implications of CICSS research. [ABSTRACT FROM AUTHOR]

This study offers a preliminary investigation into a simulation-based, service-user-involved teaching model within a post-secondary child and youth care program. Using the method of collaborative self-study, this research draws on the diverse perspectives of six co-researchers, documenting our experience of this model through the lenses of student, professor, youth trainer, and facilitator. This study uses praxis (the cycle of action and reflection) and dialogic learning (learning through dialogue) to unpack personal and professional questions of expertise, participation, professional development, and anti-oppressive practice. [ABSTRACT FROM AUTHOR]