[The Transformation of Participation? Exploring the Potential of ‘Transformative Participation’ for Theory and Practice around Children and Young People's Participation
Abstract: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 forwa… Show more
“…In development studies, transformative participation, or 'participation as empowerment', which is seen as transforming both people's reality and their sense of it (White, 1996), has been contrasted with oppressive, even tyrannical styles of top-down or instrumental participation (Hickey and Mohan, 2004;Kesby, 2005). Recently, Tisdall (2013) and Teamey and Hinton (2014) have speculated about possible linkages between children's participation and transformative processes in society. 'Transformation' is also central to the theory of 'transformative learning', where it implies that an individual is able not just to acquire new knowledge but to change the frame of reference that they habitually use to understand the world (Mezirow, 1997).…”
Child workers on Nicaragua's coffee plantations have become researchers, generating knowledge which leads to action to help solve some of the severe social problems that affect the rural communities where they live and work. This article first looks at how child researchers are seen in the existing literature. It then traces the history of the approach used, known as Transformative Research by Children and Adolescents, from its origins in 'Children's Consultancy' in the United Kingdom in the 1990s, through its adaptation to the Nicaraguan context and subsequent metamorphosis into today's transformative research approach. It discusses the concept of 'transformation' in social research, and CESESMA's alternative 'four transformations' framework, with its emphasis on a coherent concept of empowerment. It then identifies four things child researchers need from their adult supporters: appropriate and effective research methodology, skilled and sensitive process facilitation, technical support and a responsible attitude to child protection that recognises but does not exaggerate risks. It concludes by highlighting some challenges to be addressed in further developing and extending the approach.This article discusses how children and adolescents 1 from Nicaragua's coffee-growing zone have become researchers, generating knowledge to help solve some of the severe social problems that affect the rural communities where they live and work, and considers the validity and effectiveness of the facilitation approach used.The article will first look at how child researchers have been seen in the existing literature. It will then trace the history of the Transformative Research by Children and Adolescents approach
“…In development studies, transformative participation, or 'participation as empowerment', which is seen as transforming both people's reality and their sense of it (White, 1996), has been contrasted with oppressive, even tyrannical styles of top-down or instrumental participation (Hickey and Mohan, 2004;Kesby, 2005). Recently, Tisdall (2013) and Teamey and Hinton (2014) have speculated about possible linkages between children's participation and transformative processes in society. 'Transformation' is also central to the theory of 'transformative learning', where it implies that an individual is able not just to acquire new knowledge but to change the frame of reference that they habitually use to understand the world (Mezirow, 1997).…”
Child workers on Nicaragua's coffee plantations have become researchers, generating knowledge which leads to action to help solve some of the severe social problems that affect the rural communities where they live and work. This article first looks at how child researchers are seen in the existing literature. It then traces the history of the approach used, known as Transformative Research by Children and Adolescents, from its origins in 'Children's Consultancy' in the United Kingdom in the 1990s, through its adaptation to the Nicaraguan context and subsequent metamorphosis into today's transformative research approach. It discusses the concept of 'transformation' in social research, and CESESMA's alternative 'four transformations' framework, with its emphasis on a coherent concept of empowerment. It then identifies four things child researchers need from their adult supporters: appropriate and effective research methodology, skilled and sensitive process facilitation, technical support and a responsible attitude to child protection that recognises but does not exaggerate risks. It concludes by highlighting some challenges to be addressed in further developing and extending the approach.This article discusses how children and adolescents 1 from Nicaragua's coffee-growing zone have become researchers, generating knowledge to help solve some of the severe social problems that affect the rural communities where they live and work, and considers the validity and effectiveness of the facilitation approach used.The article will first look at how child researchers have been seen in the existing literature. It will then trace the history of the Transformative Research by Children and Adolescents approach
“…However, the exact meaning of participation and its relationship with empowerment is being problematised (Stoecklin, 2013;Tisdall, 2013). Crivello et al (2009) highlight that incorporating children's participation into the research agenda will contribute to breaking down the barriers imposed by power differentials based on age and material differences.…”
Section: International Development Research and Disabilitymentioning
This article considers how disabled children and young people living in the global south can be included actively in research that explores their lives. While acknowledging the complex, theoretical dilemmas in the overlapping arenas of childhood, disability and international development, the focus here is on methodology. Many researchers argue that children in diverse contexts can be active participants in research and this is increasingly occurring globally. However, this trend towards consulting children themselves is rarely extended to those with disabilities. Arguably, they are accidentally forgotten, assumed to have nothing to say or perceived to be methodologically difficult to include. Thus, disabled children and young people's perspectives are overlooked, particularly in the global south. We describe two participatory research projects with disabled children and young people in India and Sri Lanka, and focus particularly on practical issues that arose including recruitment, information and consent processes and data collection methods. We argue that considering these issues and making the necessary adaptations to enable children with a variety of impairments to participate meaningfully contributes to enacting both the relevant United Nations conventions, the 1989 United Nations Convention on the Rights of the Child and the 2006 United Nations Convention on the Rights of Persons with Disabilities. Advocating their participation without making appropriate provisions is potentially tokenistic and unethical. It is necessary and possible to include them both in 'mainstream' childfocussed research, and specific disability-orientated projects. Involving disabled children in research has dual purposes: inclusion of their perspectives alongside those of other children and highlighting their disability-specific views where relevant. What they say may be surprising to some and challenge assumptions about them. Importantly, this will contribute to reducing their marginalisation from mainstream society.
“…Interdependency in partnerships shows how young people are valued as important resources by professionals which can build trust and transformative participation (Burns, ; Tisdall, , ). Nevertheless, whilst professionals recognised the value of young people having informal conversations about police and crime topics with other young people, one participant expressed discomfort towards this;They may have spoken to thousands of people, but we don't know how the information has been handled by the young people, though I don't want to lose the strengths of that approach because they get a sense of how people are feeling.…”
Section: Evaluation Of the ‘Youth Commission’ On Police And Crimementioning
confidence: 99%
“…Interdependency in partnerships shows how young people are valued as important resources by professionals which can build trust and transformative participation (Burns, 2018;Tisdall, 2013Tisdall, , 2017. Nevertheless, whilst professionals recognised the value of young people having informal conversations about police and crime topics with other young people, one participant expressed discomfort towards this;…”
Section: (Youth Commission Coordinator Area A)mentioning
This paper discusses a recent study on three ‘Youth Commission’ on police and crime projects. Professional viewpoints were interpreted to understand how they valued young people's participation and made sense of their experiences and capabilities. Framed within policing reforms, the ‘Youth Commission’ projects regard young people as co‐producers, who work in partnership with professionals to address police and crime issues. The focus is upon professionals and their relationships with young people for transformative participation and social outcomes. Working in partnerships showed interdependency but identifies further challenges if professionals do not truly value young people's participation.
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