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Sociology
General Social Sciences

Different Models and Concepts of (Youth) Participation

Profile image of Andreas KarstenAndreas Karsten

2011, Participation in Urban Climate Protection

Abstract

Participation is frequently considered key to any policy response, more often than not with the ambition to orchestrate the comeback of previously established forms of political involvement. At the same time, participation tends to be encumbered with the responsibility to reconnect the politically disenfranchised, overlooking the fact that the mechanisms of exclusion reach far beyond the political domain.

FAQs

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What factors contribute to effective youth participation and empowerment?add

The research identifies five key factors: access to power, relevant information, real choices, support from trusted individuals, and avenues for appeal.

How does access to power influence youth engagement?add

The study emphasizes that young people's access to decision-makers significantly enhances their engagement levels and participation outcomes.

What role does independent support play in youth empowerment?add

The findings indicate that support from a trusted, independent person increases youth confidence and encourages active participation.

What types of choices should be available to youth participants?add

The research highlights the importance of providing real choices among different options to foster genuine engagement and commitment.

Why is a complaint mechanism necessary for youth participation?add

The paper points out that having a means of appeal protects young participants' rights and ensures accountability in participation processes.

Figures (13)
Source: Sarah White, 1996. tions and interests across four forms of participation (nominal, instrumental, rep- resentative, and transformative). She con- tends that almost all projects will typically involve a mix of functions and interests, and thus forms of participation, over time. Source: Sarah White, 1996. Degrees of Participation
Source: Sarah White, 1996. tions and interests across four forms of participation (nominal, instrumental, rep- resentative, and transformative). She con- tends that almost all projects will typically involve a mix of functions and interests, and thus forms of participation, over time. Source: Sarah White, 1996. Degrees of Participation
Ladder of citizen participation, Sherry Arnstein, 1969. Typology of participation, Sarah White, 1996.
Ladder of citizen participation, Sherry Arnstein, 1969. Typology of participation, Sarah White, 1996.
Degrees of participation, Phil Treseder, 1997. youth participation and empowerment is to be achieved, which stipulates that young people need to have: (1) access to those in power as well as (2) access to relevant information; that there needs to be (3) real choices between different options; that there should be (4) support from a trusted, independent person; and that there has to be (5) a means of appeal or complaint if anything goes wrong (Hodgson 1995). Qe ceecis Tee 1 incerta od T hea: Batam: TOOT ents the wheel as an innovative approach to conceptualising the process of engagement. Source: Scott Davidson, 1998.
Degrees of participation, Phil Treseder, 1997. youth participation and empowerment is to be achieved, which stipulates that young people need to have: (1) access to those in power as well as (2) access to relevant information; that there needs to be (3) real choices between different options; that there should be (4) support from a trusted, independent person; and that there has to be (5) a means of appeal or complaint if anything goes wrong (Hodgson 1995). Qe ceecis Tee 1 incerta od T hea: Batam: TOOT ents the wheel as an innovative approach to conceptualising the process of engagement. Source: Scott Davidson, 1998.
Wheel of participation, Scott Davidson, 1998.
Wheel of participation, Scott Davidson, 1998.
Pathways to participation, Harry Shier, 2001. levels of participation with stages of com- Lardner’s grid proposes six dimensions of participation and spans across a continuum of power. The model, evolved from research, Harry Shier provides a question at each level and each stage, which aim to identify, and subsequently enhance the level of young people’s participation. Through these ques- tions, his matrix-like model—combining levels of participation with stages of com-
Pathways to participation, Harry Shier, 2001. levels of participation with stages of com- Lardner’s grid proposes six dimensions of participation and spans across a continuum of power. The model, evolved from research, Harry Shier provides a question at each level and each stage, which aim to identify, and subsequently enhance the level of young people’s participation. Through these ques- tions, his matrix-like model—combining levels of participation with stages of com-
Grid model of participation, Clare Lardner, 2001. compared and contrasted twelve different methods of participation, two of which are plotted on the illustration to exemplify the use of the grid.
Grid model of participation, Clare Lardner, 2001. compared and contrasted twelve different methods of participation, two of which are plotted on the illustration to exemplify the use of the grid.
Dimensions of young people’s participation, David Driskell, 2002. Driskell’s model borrows from Arnstein and from Hart’s eight degrees of participa- tion and non-participation, rearranging the methodologies in a conceptual framework that focuses on two dimensions: first the power of young people to make decisions The combination of these two aspects sheds new light on the unresolved debate around the ultimate goal of participatory work with young people. Driskell argues that while it is a powerful experience for young people to be fully in charge of their own projects, they are only allowed to do so for smaller projects; but when young people are treat- ed as equals and valued partners through shared decision-making, influence can then be gained on larger issues, and the power to make decisions and affect change can be maximised. Ceo: Dawid Delcball INNO
Dimensions of young people’s participation, David Driskell, 2002. Driskell’s model borrows from Arnstein and from Hart’s eight degrees of participa- tion and non-participation, rearranging the methodologies in a conceptual framework that focuses on two dimensions: first the power of young people to make decisions The combination of these two aspects sheds new light on the unresolved debate around the ultimate goal of participatory work with young people. Driskell argues that while it is a powerful experience for young people to be fully in charge of their own projects, they are only allowed to do so for smaller projects; but when young people are treat- ed as equals and valued partners through shared decision-making, influence can then be gained on larger issues, and the power to make decisions and affect change can be maximised. Ceo: Dawid Delcball INNO
Spectrum of public participation, International Association for Public Participation, 2007. Each level of public participation chosen is tory projects — towards a more enduring one.
Spectrum of public participation, International Association for Public Participation, 2007. Each level of public participation chosen is tory projects — towards a more enduring one.
Five key dimensions of youth participation, David Driskell and Neema Kudva, 2009.
Five key dimensions of youth participation, David Driskell and Neema Kudva, 2009.
Pathways through participation, National Council for Voluntary Organisations, 2009. The framework introduces five key dimen- sions: normative, structural, operational,
Pathways through participation, National Council for Voluntary Organisations, 2009. The framework introduces five key dimen- sions: normative, structural, operational,
Ladder of online participation, Bernoff Josh and Charlene Li, 2010. social technographics’ — the analysis of — of participation as identified in the exten- The partnership considers the pathways as an emerging theoretical framework that fo- cuses on the key aspects — ‘shaping forces’ uses on the key aspects — ‘shaping forces’
Ladder of online participation, Bernoff Josh and Charlene Li, 2010. social technographics’ — the analysis of — of participation as identified in the exten- The partnership considers the pathways as an emerging theoretical framework that fo- cuses on the key aspects — ‘shaping forces’ uses on the key aspects — ‘shaping forces’
Shier, Harry (2001) Pathways to Participation: Openings, Op- portunities and Obligations. Children and Society, vol. 15, no. 2, pp. 107-17. London: National Children’s Bureau.
Shier, Harry (2001) Pathways to Participation: Openings, Op- portunities and Obligations. Children and Society, vol. 15, no. 2, pp. 107-17. London: National Children’s Bureau.

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References (30)

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