Abstract
In spite of advances in the theory and practice of participation, emphasis continues to be placed on hearing children’s views and experiences rather than more active roles in all stages of the project cycle. In particular, comparatively little attention is paid to the importance of learning in participatory processes. In addition, attention is broadening beyond formal decision-making contexts to focus on the ways in which young people participate in everyday life contexts, bringing to the fore the importance of process and of social learning in everyday relationships as young people reflexively engage with others as equal and active citizens. This chapter draws on recent research to elaborate a case for understanding participation as a process of learning for change, drawing on principles of action research.
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Notes
- 1.
As identified by respondents.
- 2.
There is a body of literature that critiques empowerment in terms of placing responsibility for change on the individual (see, e.g., McLaughlin, 2016). In contrast, I argue that ‘empowerment’ does not negate the responsibility of the state nor individualise power and responsibility, but instead seeks to maximise the power of individuals in relation to the state.
- 3.
See also Mannion (2007), who advocates for understanding participation as a relational process in which the collaboration and interaction between children and adults is key.
- 4.
- 5.
In the UK public sector, interventions are often developed according to a ‘commissioning cycle’ (see, e.g., http://commissioning.libraryservices.nhs.uk/commissioning-cycle).
- 6.
The phases originally outlined by Kolb (1984) in his experiential learning cycle were experience, reflection, learning and action.
- 7.
Adapted from Freire (1996, p. 14).
- 8.
This chapter acknowledges that there are many ‘traveller’ groups who do not identify as Roma. Indeed, many travellers, even in one community, argue for the need to recognise diversity in traveller/Roma communities. The arguments and approaches in this chapter are, however, relevant to all types of traveller and indeed any marginalised groups.
- 9.
This project with young Roma was funded by a Fundamental Rights and Citizenship Action grant (Just/2013/FRAC/AG/6230) and was coordinated by Maria Roth from Babes-Bolyai University, Cluj-Napoca, Romania, and Cath Larkins, University of Central Lancashire, UK. For further information, see www.peeryouth.eu.
- 10.
- 11.
This case-study material draws on work specifically in Bulgaria coordinated by Borislava Metcheva from the Know How Centre, New Bulgarian University.
- 12.
This is resonant with the child reporters of Orissa in India where children and young people conducted surveys of their neighbourhood to identify changes they felt were needed (Acharya, 2010).
- 13.
See participatory practice guide for the PEER project (http://peeraction.eu/en/guide-for-professionals/).
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Percy-Smith, B. (2018). Participation as Learning for Change in Everyday Spaces: Enhancing Meaning and Effectiveness Using Action Research. In: Baraldi, C., Cockburn, T. (eds) Theorising Childhood. Studies in Childhood and Youth. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-72673-1_8
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