By E. Kay M. Tisdall, Andressa M. Gadda, Udi Mandel Butler (eds.)
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Extra resources for Children and Young People’s Participation and Its Transformative Potential: Learning from across Countries
This chapter explores ways to understand how and when participation supports and precipitates transformative processes for individuals and communities. In particular, we have sought to integrate understandings and descriptions of participation and transformation that are coming from writers, thinkers and practitioners that have tended to be sidelined by the mainstream. Other, less explored worldviews can broaden our imagination of possibilities into how we can understand, and enact, transformative processes of participation.
Freire offers important insights on these discrepancies. From working on adult literacy projects with landless rural communities in northeast Brazil in the late 1950s and 1960s, he developed ideas that education can and should be a means of empowerment and transformation of oppressed individuals and groups. However, he was not just referring to ‘education’ as schooling. Rather he was referring to learning in its deepest sense that could lead to inner (personal) and outer (social) transformation.
Participation as a truly transformative process seems to have become increasingly lost the more institutionalized and ‘top-down’ participation spaces have become. This chapter explores ways to understand how and when participation supports and precipitates transformative processes for individuals and communities. In particular, we have sought to integrate understandings and descriptions of participation and transformation that are coming from writers, thinkers and practitioners that have tended to be sidelined by the mainstream.
Children and Young People’s Participation and Its Transformative Potential: Learning from across Countries by E. Kay M. Tisdall, Andressa M. Gadda, Udi Mandel Butler (eds.)