Participation—for a change: Disabled young people lead the way

Badham, Bill

doi:10.1002/chi.821

Cited by 55 publications

(35 citation statements)

References 2 publications

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“…The potential of participation-as-performance to change attitudes, ways of perceiving problems and solutions, may be more fundamental and have more long-reaching potential than the more mechanical translation of children and young people's views into a particular decision. For example, Badham (2004) writes of the inspiration of professionals, local and national decision-makers following the viewing of videos produced by young disabled people. Attitudinal change was reported, including a sense that 'something could be done'.…”

Section: Performance and Multimodal Pedagogiesmentioning

confidence: 99%

[The Transformation of Participation? Exploring the Potential of ‘Transformative Participation’ for Theory and Practice around Children and Young People's Participation

Tisdall

2013

Global Studies of Childhood

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A wave of interest, policy and activities in children and young people's participation has passed through many countries over recent years. As participation activities have proliferated, so have challenges arisen as people have sought to translate the rhetoric of children and young people's participation into realities. Working across collaborators in Brazil, India, South Africa and the United Kingdom, this article draws on the collaboration's interest in 'transformative participation' as a potential way forward. The article begins with reviewing the growth of this concept within development studies, including its ties with empowerment. The article seeks to go further, to consider other potential concepts and theories that may critique or add to ideas of 'transformative participation': namely the concept of 'co-production'; and ideas of performance and multimodal pedagogy. The article discusses the potential for co-production to recognize children and young people's assets, capabilities and abilities, and to facilitate deeper engagement in service and policy development. The potential of performance-as-participation is more testing, valorising different ways of participation and communication, emphasizing creativity, affect and embodiment rather than rationality and governance. Such ideas may have equal, or even more potential, for 'transformative participation'.

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Section: Performance and Multimodal Pedagogiesmentioning

confidence: 99%

[The Transformation of Participation? Exploring the Potential of ‘Transformative Participation’ for Theory and Practice around Children and Young People's Participation

Tisdall

2013

Global Studies of Childhood

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“…But, there is plenty of evidence to suggest that what children say can be easily scripted by adults with their own agendas. In addition, the rhetoric around participation is not always matched by the delivery (Badham, 2004). Warshak (2003) warns that we may be deluding ourselves because children's voices are easily distorted by cultural and other factors.…”

Section: The Enlightenment Rationale and The Potential For Delusionmentioning

confidence: 99%

Going Spatial, Going Relational: Why “listening to children” and children's participation needs reframing

Mannion

2007

Discourse: Studies in the Cultural Politics of Education

208

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This article explores the consequences of the view that the identifications of children and adults and the spaces they inhabit are undergoing a continuous co-specification.Firstly, the article describes and critiques the rationales provided that suggest we should consult with children and young people and encourage their participation. In response, the author suggests that policy and practice and research on children's participation are better framed being fundamentally about child-adult relations and that the emerging field would benefit from becoming more sensitive to socio-spatial aspects. Examples of research projects in three different contexts (school grounds, an arts centre, and the 'childfree zone') are reviewed for evidence to show that they how they were centrally about the emergence of spaces for new child-adult relations. The goal for a reframed 'children's participation' project could be to understand better how child-adult relations and spaces get constructed and how they can be improved. Keywords: Pupil voice, participation, child-adult relations.1 Institute of Education, University of Stirling, Scotland, FK9 4LA, UK. Email: gbgm1@stir.ac.uk IntroductionIn this article I suggest that the current discourse around listening to children and children's participation has grave deficiencies and needs reframing. The article explores the emerging policy and social practices (including research practices) that involve 'listening to children' / consultation (where children's views are sought) and participation wherein children may have involvement in decision making (see Hill et al., 2004). International reviewers have already noted the need for a reframing of this field:It is clear that, given powerful adult agendas at play, "having a say" is insufficient to achieve effective and meaningful participation for young people.Instead, there is a need to more fully consider the complexity and interplay of values and interests in local decision-making and everyday social processes.(Clarke and Percy-Smith, 2006, p. 2) By bringing together the critiques of this emerging field of study alongside emerging theoretical frameworks, the article goes some way towards providing starting points for what this reframing might look like. Firstly, I describe the rationales provided that suggest we should consult with children and young people and encourage their participation. While doing this, I explore the critiques that suggest there are problems with these rationales. One main critique, for example, is that the context for children's self-advocacy, 'hearing their voices' and their participation in the broadest sense, is as much about outcomes for adults as much as children. As a result, I first suggest policy and practice and research on children's participation is better framed as being about child-adult relations.The second suggestion concerns the role of the overarching socio-spatial contexts for children's participation. In order to bring these two aspects into view, I will argue that we need to take an approach that...

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“…Such experiences are perhaps unsurprising given that bureaucratic and top-down approaches to participation are very much characteristic of the British context (Badham, 2004). This is in sharp contrast to apparently more relational approaches to young people's participation found in abundance in the developing world (Lansdown, 2006).…”

Section: Analysing the Contextmentioning

confidence: 99%

Reflections on the enactment of children's participation rights through research: Between transactional and relational spaces

Nolas

2011

Children and Youth Services Review

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Young people's participation in the evaluation of services designed for them has become widespread in England following the United Kingdom's ratification of the UNCRC. This makes participation a matter of citizenship as well as of research. The paper reflects on these developments from a critical social psychological perspective. In particular it looks at the experience of working with a transformational model of participation. The author reflects on the possibilities and limitations of such a model and argues that within the English socio-cultural context a number of challenges, conceptualised by the author as transactional practices, make the establishment of enduring relational practices difficult.Epistemological reflexivity and a pragmatic approach towards children's participation rights are advocated by the author as a way of managing the conflicts between different participatory approaches that present themselves in practice.

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Participation—for a change: Disabled young people lead the way

Cited by 55 publications

References 2 publications

[The Transformation of Participation? Exploring the Potential of ‘Transformative Participation’ for Theory and Practice around Children and Young People's Participation

[The Transformation of Participation? Exploring the Potential of ‘Transformative Participation’ for Theory and Practice around Children and Young People's Participation

Going Spatial, Going Relational: Why “listening to children” and children's participation needs reframing

Reflections on the enactment of children's participation rights through research: Between transactional and relational spaces

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