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The Framed Right to Participate in Municipal Youth Councils and Its Educational Impact
TL;DR: In this paper, the authors describe the phenomenon of framed participation, which constrains children's participation frameworks within a confined area of decision-making, and argue that when framed participation entails the organization of popular activities, in which the municipality invests considerable resources, the ensuing positive experiences may frame the children's rights consciousness and critical thinking.
Abstract: This study describes the phenomenon of framed participation, which constrains children’s participation frameworks within a confined area of decision-making. It draws on interviews and focus groups with 32 children who participated in eight Israeli municipal youth councils, ranging in age from 13 to 18. In addition, five interviews were conducted with adult leaders of youth councils. The study showed that council activities remained confined to the particular municipal department responsible for them and comprised mostly the organization of leisure activities, such as parties, performances, and group trips for youth. Yet, almost all the children participating in the study perceived the organization of leisure activities as “meaningful” participation, which “succeeds,” “empowers,” and “leads.” The adult leaders acknowledged the framed participation and, while critical of it, preferred to remain within the comfort zone of their professional responsibility. We argue that when framed participation entails the organization of popular activities, in which the municipality invests considerable resources, the ensuing positive experiences may frame the children’s rights consciousness and critical thinking. We also discuss the institutional conditions that may shape framed participation, and the role of human rights education in building children’s capacity to mobilize their participation rights.
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TL;DR: The role of student voice in secondary school reform is discussed in this paper. But, the focus of this paper is on urban secondary schools, and not necessarily on the whole country.
Abstract: The purpose of this paper is to consider the role of student voice in secondary school reform.,Through a literature review, it defines the concept of student voice within bodies of research on youth participation internationally.,It notes the ways the USA is distinct and lagging behind. It then looks at the broadening scope of ways that young people have become involved in change efforts. It considers ways that student voice can deepen implementation efforts and strengthen classroom practice. It breaks this discussion into: outcomes for classroom instruction, organizational change, and the relationship between student voice and power. The paper ends with a discussion of the importance of attending to issues of power in youth–adult relationships, including ways to avoid the co-optation of young people.,This paper reviews the most recent work showing how student voice can impact change, with a particular focus when possible on urban secondary schools to fit with this special issue. It updates a previous review of the field conducted ten years ago (Mitra, 2006). Before beginning this review, however, it is important to understand how student voice varies across global contexts.
70 citations
TL;DR: The ability of children and youths to meaningfully participate in decision-making processes seems to be linked to a range of factors beyond a given context as mentioned in this paper, which can be attributed to a specific context.
50 citations
TL;DR: This paper explored how primary school children perceive school surveillance by closed circuit TV systems (CCTVs) and how their perceptions relate to their privacy consciousness, and found that the perception relates to their sense of privacy.
Abstract: This study explored how primary school children perceive school surveillance by Closed Circuit TV systems (CCTVs) and how their perceptions relate to their privacy consciousness. It drew on...
29 citations
Cites background from "The Framed Right to Participate in ..."
...Thus, there are connections between the protection of children’s rights and children’s perceptions as to the importance of these rights (Almog & Perry-Hazan, 2011; Nir & Perry-Hazan, 2016)....
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TL;DR: Critiquing the current potential of the emerging ‘rights-based’ agendas in improving outcomes for children by urging cities to become child-friendly in their smart city ideals is proposed.
Abstract: This article sought to develop a critical account of the ever-increasing role of ICTs in cities and urban governance discourses, captured by a growing interest to ‘smarten up’ our cities, for their inclusiveness of citizens more broadly, and that of children, in particular. In revisiting rights-based approaches, it gives particular attention to the (political) premises of two urban concepts, that is, child-friendly cities and smart cities. The focus here is on how these current concepts encompass and direct the make-up of children′s relationship to the city, which brings the question to the fore of ‘whose version is it?’ A predominant provider′s perspective and a normative discourse are revealed which seem to overlook emergent logics of children′s social needs and experiences in the city. It is therefore proposed to revisit and revise our existing ideas, thus critiquing the current potential of the emerging ‘rights-based’ agendas in improving outcomes for children by urging cities to become child-friendly in their smart city ideals.
19 citations
TL;DR: This article explored how children assess their participation rights in school, and whether these assessments vary as a function of social and psychological resources, which constitute the preconditions for practicing participation rights.
15 citations
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Journal Article•
TL;DR: A nation is democratic to the extent that its citizens are involved, particularly at the community level, and the confidence and competence to be involved must be gradually acquired through practice.
Abstract: A nation is democratic to the extent that its citizens are involved, particularly at the community level. The confidence and competence to be involved must be gradually acquired through practice. It is for this reason that there should be gradually increasing opportunities for children to participate in any aspiring democracy, and particularly in those nations already convinced that they are democratic. With the growth of children’s rights we are beginning to see an increasing recognition of children’s abilities to speak for themselves. Regrettably, while children’s and youths’ participation does occur in different degrees around the world, it is often exploitative or frivolous. This Essay is written for people who know that young people have something to say but who would like to reflect further on the process. It is also written for those people who have it in their power to assist children in having a voice, but who, unwittingly or not, trivialize their involvement.
1,597 citations
TL;DR: In this paper, a children's rights critique of the concept of pupil voice is presented, based on the United Nations Convention on the Rights of the Child, which gives children the right to have their views given due weight.
Abstract: This article provides a children's rights critique of the concept of ‘pupil voice’. The analysis is founded on Article 12 of the United Nations Convention on the Rights of the Child, which gives children the right to have their views given due weight in all matters affecting them. Drawing on research conducted on behalf of the Northern Ireland Commissioner for Children and Young People, the article assesses some of the barriers to the meaningful and effective implementation of the right within education. It is argued that the phrases which are commonly used as abbreviations for Article 12, such as ‘pupil voice’, have the potential to diminish its impact as they provide an imperfect summary of the full extent of the obligation. The article proposes a new model, which has four key elements, for conceptualising Article 12—Space, Voice, Audience and Influence.
1,153 citations
TL;DR: The United Nations Convention on the Rights of the Child has raised the profile of children's participation in the United Kingdom as discussed by the authors, and Hart's "ladder of participation" has been the most influential model in this field.
Abstract: The United Nations Convention on the Rights of the Child has raised the profile of children's participation in the United Kingdom. Hart's ‘ladder of participation’ has been the most influential model in this field. This paper offers an alternative model, based on five levels of participation: 1. Children are listened to. 2. Children are supported in expressing their views. 3. Children's views are taken into account. 4. Children are involved in decision-making processes. 5. Children share power and responsibility for decision-making. In addition, three stages of commitment are identified at each level: ‘openings’, ‘opportunities’ and ‘obligations’. The model thus provides a logical sequence of 15 questions as a tool for planning for participation. Copyright © 2001 John Wiley & Sons, Ltd.
1,012 citations
TL;DR: The United Nations General Assembly adopted the Convention on the Rights of the Child in 1989, bringing to a close ten years of debate and discussion over the merits of the project as well as the content of its main provisions as discussed by the authors.
Abstract: The United Nations General Assembly adopted the Convention on the Rights of the Child in November, 1989, bringing to a close ten years of debate and discussion over the merits of the project as well as the content of its main provisions. Although some representatives expressed misgivings about the content of several articles of the convention, it was adopted by a broad consensus among the member states of the United Nations. In fact, in less than one year, by September, 1990, the convention had been ratified by more than twenty countries, the threshold figure established by Article 49 of the convention, and it entered into force. This set in motion the process for the election of the ten-member Committee on the Rights of the Child (CRC), the body that has been charged with implementing the convention, in February, 1991, and it is scheduled to begin functioning in the fall of 1991. As recently as March, 1991, the United Nations Secretary-General reported to the states parties that 71 states had either ratified or acceded to the convention and that almost 60 other states had signed it. By June, 1991, the ratification of the convention by Belgium brought the total of states parties to over 90.
876 citations
01 Jan 2008
TL;DR: Grounded theory is predicated on an emergent logic and starts with a systematic, inductive approach to collecting and analyzing data to develop theoretical analyses, which includes checking emergent categories that emerge from successive levels of analysis through hypothetical and deductive reasoning.
Abstract: D uring its 40-year history, grounded theory has served as a major method for conducting emergent qualitative research. What is an emergent method? I start with a working definition of an emergent method as inductive, indeterminate, and open-ended. An emergent method begins with the empirical world and builds an inductive understanding of it as events unfold and knowledge accrues. Social scientists who use emergent methods can study research problems that arise in the empirical world and can pursue unanticipated directions of inquiry in this world. Emergent methods are particularly well suited for studying uncharted, contingent, or dynamic phenomena. These methods also allow for new properties of the studied phenomenon to appear that, in turn, shape new conditions and consequences to be studied. By adopting emergent methods, researchers can account for processes discovered in the empirical world and direct their methodological strategies accordingly. How does grounded theory fit the definition of an emergent method? In which ways does the grounded theory method advance the development of emergent methods? Grounded theory is predicated on an emergent logic. This method starts with a systematic, inductive approach to collecting and analyzing data to develop theoretical analyses. The method also includes checking emergent categories that emerge from successive levels of analysis through hypothetical and deductive reasoning. Grounded theory offers systematic analytic strategies that combine explicitness and flexibility. Fundamental tenets of the grounded theory method include: (1) minimizing preconceived ideas about the research problem and the data, (2) using simultaneous data collection and analysis to inform each other, (3) remaining open to varied explanations and/ or understandings of the data, and (4) focusing data analysis to construct middle-range theories. Rather than viewing only the product of inquiry—the completed grounded the-
707 citations