Journals@UC (University of Cincinnati)
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Children, Young People and Social Inclusion: Participation for What? by E. Kay M. Tisdall, and John M. Davis, and Alan Prout, and Malcolm Hill
No full textReviewed Work: Children, Young People and Social Inclusion: Participation for What? by E. Kay M. Tisdall, and John M. Davis, and Alan Prout, and Malcolm Hil
Re-Thinking the Boundaries of Civic Participation by Children and Youth in North America
No full text*Focus on the United States and Canada | Research Articles
Re-Thinking the Boundaries of Civic Participation by Children and Youth in North Americ
Alarm Will Sound: Student Perceptions of Risk-Free Space at School
No full textThis ethnographic case study examines how a school building designed to promoteboth student engagement and safety supports school practices that prioritize minimizingrisk (Biesta, 2014). Student voices focus on the connotations of a tall fence and alarmed doors that deny the teenagers’ access to exterior circulation and social spaces. The author found educators embracing crime prevention through environmental design strategies to enforce aclosed campus policy. The resulting educational environment, which prioritizes students’ containment in order to secure sufficient attendance rates, leaves the teenagers feeling betrayed and untrusted
Supporting Youth Participation in School Reform: Preliminary Notes from a University-Community Partnership
No full text*Youth and School Transformation | Reports from the Field
Youth voice and participation have become popular slogans in the United States. However, too often presentations by youth groups result in pleasant, but ultimately toothless, responses from policymakers. This paper describes the early stages of a partnership between a university researcher and a community organization that helps high school students learn tools that will enable them to participate, as legitimate political actors, in decisions about school reform. The report identifies the goals of the partnership, discusses steps taken so far, and shares some of the assumptions and strategies guiding the work
Growing Up in NYC: Reflections on Two Summers of Action Research
No full text*Youth Transforming Their Environments and Communities | Reports from the Field
Growing Up in NYC (GUiNYC) is an action research project launched in the summer of 2005 in six neighborhoods of New York City. Structured as a collaboration between Cornell University and community-based organizations in each neighborhood, the project seeks to engage young people ages 11 to 16 as coresearchers in exploring and evaluating the local environment, identifying priorities for change, and working with adults to make change happen. The report provides an overview of the project’s activities in its first two summers and highlights some of the key challenges and lessons learned. Attention is focused on issues of structure and process rather than on the substantive outcomes of young people’s research about their local areas. Issues covered include cultivating project ownership at all levels; creating opportunities for young people to take the lead early and often; making research activities more engaging and fun while acknowledging the value they can provide for young participants; and taking into consideration the “spaces of participation” that are created by organizational factors such as size, structure, mission and physical environment
Beyond Tokenism: Participatory Evaluation Processes and Meaningful Youth Involvement in Decision-Making
No full text*Political Participation and Youth in Local Governance | Reports from the Field
Support for youth involvement in decision-making has grown as calls for participatory democracy have emerged from a number of social actors. Youth are now more involved—but are they involved meaningfully? This paper, based on the author’s 15 years of experience, proposes the use of participatory evaluation processes as one way to address this question. It suggests that implementing such processes is an effective way to support youth and adult practitioners’ critical reflection on what “meaningful” or “effective” youth involvement in decision-making means, and what it looks like. This article will explore these issues using the example of a sample evaluation process focused on youth councils used in a municipal government setting
Splitting the Ranks: Youth as Leaders, Laborers and Learners in U.S. Public Space Participation Projects
No full text*Evaluation of Youth Programs | Research Articles
This study engages current discourses on youth participation by analyzing the designs of community-based youth programs in the United States in terms of where they fall on Hart’s (1997) ladder of youth participation. Three categories of youth programs emerged from a content analysis of 31 websites and profiles compiled by the Project for Public Spaces, indicating different social constructions of participants. Youth-designed and youth-led programs that emphasize community leadership consistently use the positive language of youth empowerment when describing their participants and goals. Adult-designed and adult-led programs that employ young people to improve communities most often use the language of prevention science, or “youth as victims.” Adult-youth collaborative programs that focus on individual learning and community improvement typically present their participants and goals using the language of positive psychology, framing youth as active agents of change. The findings point to the need for study of the ways in which particular participatory program types support or hinder the personal development and leadership potential of different youth populations
Response to review of Herramientas para la participación adolescente: palabras y juegos [Tools for Adolescent Participation: Words and Games] by UNICEF Uruguay
No full text*Book Reviews for Focus on Latin America
Response to review of Herramientas para la participación adolescente: palabras y juegos [Tools for Adolescent Participation: Words and Games] by UNICEF Urugua
Response to Review of El derecho a la participación infantil de niñas, niños y adolescentes en situación de riesgo: menores no acompañados, niños y niñas afectados por conflictos armados y trabajadores infantiles by Raquel González Juárez
No full textResponse to Review of El derecho a la participación infantil de niñas, niños y adolescentes en situación de riesgo: menores no acompañados, niños y niñas afectados por conflictos armados y trabajadores infantiles [The Participation Rights of Children and Adolescents at Risk: Unaccompanied Minors, Children Affected by Armed Conflicts and Child Workers] by Raquel González Juáre
La participación de los niños en el desarrollo sostenible [Children’s Participation: The Theory and Practice of Involving Young Citizens in Community Development and Environmental Care] by Roger Hart
No full text*Book Reviews for Focus on Latin America
Reviewed Work: La participación de los niños en el desarrollo sostenible [Children’s Participation: The Theory and Practice of Involving Young Citizens in Community Development and Environmental Care] by Roger Har