Children's participation as neo-liberal governance?

Abstract

Children's participation initiatives have been increasingly introduced within various institutional jurisdictions around the world, partly in response to Article 12 of the United Nations Convention on the Rights of the Child. Such initiatives have been critically evaluated from a number of different angles. This article engages with an avenue of critique which argues that children's participatory initiatives resonate with a neoliberal economic and political context that prioritizes middle class, western individualism, and ultimately fosters children's deeper subjugation through self-governance. Respecting these as legitimate concerns, this article draws on two counter-positions to argue that while children's participation can certainly be conceptualized and practised in ways that reflect neo-liberal, individualized self-governance, it does not necessarily do so. To make this argument I engage, on the one hand, with Foucault's work on the care of the self, and on the other, with more collective approaches to participation.

Promoting ‘learner voice’ in VET: developing democratic, transformative possibilities or further entrenching the status quo?

“…On the evidence of our research, this emphasis would be attractive to many participants and stakeholders in the VET sector who, despite the current level of policy rhetoric about markets, competition and narrow skills training, still tacitly hold to much broader educational values that include a high regard for the principles of equity and social justice as well as student-centred, inclusive teaching and learning. While we reiterate our caution that the effectiveness of student participation and the expression of learner voice are 'contingent on how it is conceptualised and practiced' (Raby 2012, 2), we nonetheless argue that promoting, recognising and acting on learner voice, particularly the voices of disadvantaged and marginalised students, can help to provoke the kind of social, economic and political reform that can result in a more democratic society in which social justice and equality can prevail.…”

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

“…In line with the discussion of Biesta and Lawy (2006), we feel that the councils offer spaces for situated formal practices of citizenship. Regardless of its performative nature, perhaps the councils might be empowering young people by giving them a space where they can play the game of power and learn its rules (Raby, 2012). We feel that without projects such as the EPS, young people might not be able to begin -or experiment with -formal participation in society.…”

“…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.…”

“…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).…”

“…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).…”