Can children and young people be empowered in participatory initiatives?: Perspectives from young people's participation in policy formulation and implementation in Ghana

Adu-Gyamfi, Jones

doi:10.1016/j.childyouth.2013.08.003

Cited by 20 publications

(8 citation statements)

References 21 publications

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“…On the other hand, for those who are concerned about the tokenistic character of the EPS, our results might offer a more optimistic outlook. If we assume that the participation in EPS might decrease students' trust and increase their cynicism, then it could be argued that the youth councils would not encourage children to become (or remain) uncritical compliant subjects (Adu-Gyamfi, 2013;Raby, 2012). Instead, if we, like Kahne and Westheimer (2002) and like some of our participants, understand that low levels of trust in politics can be explained by a critical analysis of politics, we could wonder whether the councils actually encourage critical analysis of how politics is currently conducted.…”

Section: Discussionmentioning

confidence: 99%

“…Crowley, 2012;Garcia & De Alba, 2012;Kay & Tisdall, 2013;Wall, 2011;Wyness, 2009). Foucauldian analyses of power have also been used to discuss to what extent such councils contribute to encouraging children to become uncritical compliant subjects who self-regulate in accordance with dominant forms of participation (Adu-Gyamfi, 2013;Raby, 2012). Research findings seem to be contradictory in relation to whether or not council participants become more sceptical of or more complacent with the dominant political order (Corsi, 2002;Le Gal, 1998;Wyness, 2002).…”

Section: Children and Young People's Councils Citizenship Education mentioning

confidence: 99%

“…Youth councils can be understood as one (among others) context where young people are educated as political subjects (Adu-Gyamfi, 2013;Masschelein & Quaghebeur, 2005;Raby, 2012). 'Subjection' , Butler defines, 'signifies the process of becoming subordinated by power as well as the process of becoming a subject ' (1997, p. 2).…”

Section: Children and Young People's Councils Citizenship Education mentioning

confidence: 99%

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Promoting participation at a time of social and political turmoil: what is the impact of children’s and young people’s city councils?

Sant

Davies

2017

Cambridge Journal of Education

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Youth councils are examined as spaces of citizenship education where young people are educated as political subjects. At a time of political and economic instability data were collected in a Catalan city through tests and focus groups involving 112 students, three teachers and two youth council managers during one academic year. Students' political trust decreased and their cynicism towards politics increased; there were no changes in students' anticipated future participation. The article avoids drawing simplistic causal links between students' involvement in a council and the expression of their views. The participants also discuss the councils as performance sites. It is speculated whether, in students' views, this metaphor of performance applies not only to the councils but to the wider political context in which they live. It is argued that youth councils are, in some ways, potentially valuable for promoting participation and recommendations are made in light of the findings.

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Section: Discussionmentioning

confidence: 99%

Section: Children and Young People's Councils Citizenship Education mentioning

confidence: 99%

Section: Children and Young People's Councils Citizenship Education mentioning

confidence: 99%

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Promoting participation at a time of social and political turmoil: what is the impact of children’s and young people’s city councils?

Sant

Davies

2017

Cambridge Journal of Education

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“…Increasing global interest in understanding and promoting children's empowerment has occurred over the recent past, partly as a result of the growing recognition of state obligations under the United Nations Convention on the Rights of the Child (UNCRC) (Ata€ ov & Haider, 2006;Earnshaw, 2014;McCallum & Prilleltensky, 1996). Studies have documented cultural variation regarding what empowerment might mean across different contexts (Bradbury-Jones, Irvine & Sambrook, 2007;Gersch, Lipscomb, Stoyles & Caputi, 2014;Nyawasha & Chipunza, 2012), and acknowledged the vital role played by parents and other significant adults in facilitating children's access to rights (Adu-Gyamfi, 2013;Olin et al, 2010). Indeed, the UNCRC, in recognition of the role of family and community in promoting the well-being of children, calls on state parties to assist families to create environments in which children can reach their full potential (United Nations Children's Fund, 1989), particularly emphasizing the vulnerability of children who cannot live with their parents.…”

Section: Introductionmentioning

confidence: 99%

Empowering Children Left Behind in China

Burton

Lonne

2016

Asian Soc Wrk & Pol Rev

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In the last two decades in rural China, increasing numbers of children of economic migrants have been left behind with kin, which is of growing concern for social work and welfare policy. The genesis of this rural to urban migration has been China's rapid economic development and greater opportunities for work in better paying jobs in cities. However, there is growing evidence of the negative impact upon these children. This paper reports the views of caregivers (n = 23) and school personnel (n = 5) from a small town in Northeast China. Interviews sought adults opinions on these children's needs, with the major outcome being children's need to be empowered – to be respected, to express themselves, to have influence, and to be supported to be able to more fully participate in education and their communities. We argue that caregiver strategies to empower children left behind provide insight into culturally appropriate processes and practices that underpin social inclusion. However, some discrepancies between the views of caregivers and school personnel alert us to the potential for tension between family and broader community and institutional views. Implications for social work practice include responding to the cultural values embedded in child rearing practices and local ideas about children's entitlements.

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“…Exclusion of children who come from disempowered or minority families, younger children, those less academically and socially successful, and 'ordinary children' (Collins, Augsberger, & Gecker, 2016;Nairn, Sligo, & Freeman, 2006;Perry-Hazan, 2016) is another potential problem with participatory initiatives. Other barriers include institutional and procedural constraints (Adu-Gyamfi, 2013;Faulkner, 2009); and difficulty in guaranteeing the accountability of the participation process (Shier et al, 2014). Finally, Cele and van der Burgt (2015), discussing children's participation in physical planning in Sweden, point out that participants in their study comprising local planners, landscape architects, and researchers equated participation with consultation projects, but, few knew how to actually integrate the results of these methods into planning practice.…”

Section: Challenges Related To Children's Meaningful Participation Inmentioning

confidence: 99%

Consultations with Children and Young People and Their Impact on Policy in Ireland

Horgan

2017

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This article will examine the participatory structures for consulting with children in Ireland. It provides a background with reference to the National Strategy on Children and Young People's Participation in Decision-making (Department of Children and Youth Affairs, 2015)-the first of its kind in Europe-its key objectives, and recent progress in meeting these. Examples of two consultations with children, on health and afterschool care, and their impact on policy, will be discussed. The potential for consultations of this kind to influence and child-proof policy will be reflected on; the argument in this article is that there are different levels of participation for different purposes. The author worked with colleagues on two national consultations in 2015 and 2016 involving children between 5 to 17 years of age utilising a variety of child-centred activities. The methods are strengths-based consultative approaches that allow children to identify and explore issues based on what they know and experience in their everyday lives. Initial reflections indicate that consultations with children can be an important and challenging tool in accessing their views on policy issues of importance to them which help to child-proof policy and ensure it is in the best interests of children.

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Can children and young people be empowered in participatory initiatives?: Perspectives from young people's participation in policy formulation and implementation in Ghana

Cited by 20 publications

References 21 publications

Promoting participation at a time of social and political turmoil: what is the impact of children’s and young people’s city councils?

Promoting participation at a time of social and political turmoil: what is the impact of children’s and young people’s city councils?

Empowering Children Left Behind in China

Consultations with Children and Young People and Their Impact on Policy in Ireland

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