The constraints of youth: young people, active citizenship and the experience of marginalisation

Hickey, Andrew; Pauli-Myler, Tanya

doi:10.1080/01596306.2017.1351920

Cited by 14 publications

(5 citation statements)

References 17 publications

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“…El proceso de socialización influye en la forma en que las personas comprenden la realidad y se posicionan frente a ella, así como el contexto particular en el que ocurre su desarrollo biológico y psicológico (Esau et al, 2019;Hickey y Pauli-Myler, 2019;Saud, 2020). En la primera etapa del proceso de socialización, los infantes interactúan principalmente con sus padres o con quienes se encuentren a cargo de su cuidado, por lo que estos presentan y legitiman una postura determinada frente a la realidad, la cual a su vez depende de las características específicas de su posición en la escala social y del contexto particular.…”

Section: Análisis Teóricounclassified

The development of citizenship in adolescents: The struggle between the influence of the Family, the peer group and the public school

Ramírez Montes

2024

Reg Cient

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The purpose of this research was to show that the differences in the social context in which adolescents live and study, as well as the people with whom they interact, exert different types of influence on their thinking, among other things, about the importance of citizenship, their stance on reporting a crime or abuse, and the reasons for voting for a political party or candidate. To collect the data, a questionnaire of "citizen opinions and attitudes" was designed with multiple-choice answers with a Likert-type scale, which inquires about some topics that arise from the concept of citizenship and are developed during the secondary level of public education in Mexico. A sample of 323 adolescents attending the three secondary school grades at the end of the 2021-2022 school year was studied. The case studies consisted of two public schools of the general modality, which had different academic grades and levels of marginalization. The results showed that the characteristics of the social context and the socializing agents with whom the students lived encouraged ways of thinking that were opposed to the citizenship competencies sought by the educational institution.

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Section: Análisis Teóricounclassified

The development of citizenship in adolescents: The struggle between the influence of the Family, the peer group and the public school

Ramírez Montes

2024

Reg Cient

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“…These power imbalances can be accentuated by common physical settings of participatory processes such as classrooms or government offices where young people may feel intimidated (Wood et al, 2018) or impose (often unstated) expectations to perform to adult expectations (Arnot & Reay, 2007). Furthermore, even a process that addresses the various limitations of youth participation within the confines of the Youth Council or Parliament itself, can still be limited by adult authorities that do not respect or value the perspectives put forward through this youth participatory process (Hickey & Pauli-Myler, 2019). An example would be a Youth Council developing various recommendations on how a particular council decision might affect young people, only for the city councillors who own the real mandate and authority with which to make change to reject their perspectives.…”

Section: Applied Youth Participation: Examples and Limitationsmentioning

confidence: 99%

Creating a Relational Participatory Space: Insights from a Youth Participatory Action Research Project

Davis-Rae¹

2021

Preprint

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Since the ratification of Article 12 of the United Nations Convention on the Rights of the Child, there has been a heightened focus on youth participation as a way of upholding young people’s right to have their say on decisions that affect them. However, programmes that attempt to engage young people in decision-making processes have often been poorly enacted and have failed to adequately address the barriers that limit young people’s ability to participate meaningfully and therefore rarely result in sustained change. This study examined processes with a youth participatory action research [YPAR] project in order to identify and explore processes and practices that might serve to sustain young people’s involvement and support authentic and meaningful participation. The research used an instrumental case study approach to examine an 18-month-long YPAR project operated through an existing youthwork programme. Data were collected through autoethnography, artefact analysis and participant interviews and reflections with youth participants. The study found that peer-to-peer and peer-to-leader relationships were foundational to youth participants’ ongoing involvement over the 18-month period. Such relationships appeared to drive much of the momentum of the action research and enable at times dynamic flows of power between youth participants and adults that encouraged an inter-generational space within the YPAR project. Young people stepped into leadership roles at different phases of the project while adult leaders managed the pace and progress of the project. The study identified five factors that helped to create this relational participatory space: reduced leader direction; valuing youth voice; openness of other participants, reworking adult-centric processes and the implementation of a variety of sharing activities. A number of factors that constrained youth voice were also identified. The study highlights how strong relationships were an integral part of the processes and practices of YPAR, rather than merely a positive outcome of participatory processes. These findings challenge traditional individualistic models of youth participation that frequently fail to acknowledge the importance of intergenerational and collective relationships within youth participatory action research projects. The study therefore calls for a heightened focus on relationship building within participatory processes both at a policy and practical level.

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“…A key barrier to children's participation is adultism, namely, the view that adults are superior to children, better equipped and entitled to act upon them without their consent because of their age (e.g., Checkoway, 2011; Nir & Perry‐Hazan, 2016; Perry‐Hazan, 2016). Another barrier involves strict participation formats that mimic adults' political structures but are not adapted to children (Bessell, 2009; Hickey & Pauli‐Myler, 2019). Other barriers include excluding specific groups of children from participatory frameworks—particularly minority and at‐risk children—or ‘trouble‐maker’ children who are disinclined to please adults (Collins et al, 2016; Wyness, 2009).…”

Section: Introductionmentioning

confidence: 99%

The road (not) taken: Principals' perceptions of at‐risk pupils' participation in collective decision‐making

Gazit

Perry‐Hazan

2023

British Educational Res J

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The United Nations Convention on the Rights of the Child anchors children's right to participate in decision‐making. This right refers to decisions at the individual level as well as collective decisions taken by a group of children. Various studies have indicated that youth from disadvantaged backgrounds face high barriers to participation in collective decision‐making and thus have fewer opportunities to enjoy the educational and developmental benefits of such participation. This study explored school principals' perceptions of at‐risk youths' participation in collective decision‐making in schools. Specifically, it analysed differences between the perceptions of principals who had established participatory frameworks and those who had not. The research design drew on interviews with 18 principals who manage high schools for at‐risk youth in Israel. All interviewed principals acknowledged the potential cultural mismatch between the dominant models of pupil councils and the culture of at‐risk youth. Principals who had established participatory frameworks viewed participation as a gradual process, trusting their pupils' capacity to attain higher levels of participation even if participatory activities did not come as ‘second nature’ to them. However, principals who did not institute such frameworks viewed their pupils' participation as an ‘all‐or‐nothing’ enterprise, inappropriate for at‐risk youth. Fulfilling participation rights in schools for at‐risk youth requires efforts to adapt the participatory capital to the pupils' background. The principals' perceptions of the participation process and of their pupils were intertwined with their willingness to engage in such adaptations and take the less‐travelled road of participatory practices in schools for at‐risk youth.

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The constraints of youth: young people, active citizenship and the experience of marginalisation

Cited by 14 publications

References 17 publications

The development of citizenship in adolescents: The struggle between the influence of the Family, the peer group and the public school

The development of citizenship in adolescents: The struggle between the influence of the Family, the peer group and the public school

Creating a Relational Participatory Space: Insights from a Youth Participatory Action Research Project

The road (not) taken: Principals' perceptions of at‐risk pupils' participation in collective decision‐making

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