Towards a pedagogy of participation? – Exploring children’s experiences in regional youth councils

Sammendrag

This article approaches children’s participation in the context of regional youth councils in Finland. Based on the survey data and thematic interviews of children aged 9 to 16, the aim is to deepen the understanding on what children consider they are gaining from their membership in the councils. For children, participation refers to their ability to express their own opinions and take part in the decision-making, while being able to interact with their peers is regarded as equally important. Regional youth councils are considered spaces for learning about the democratic culture, and the actual skills and knowledge essential to act in it. Children note this as also being important for their future lives. Based on children’s experiences, this article argues that to make participation arenas more meaningful and effective for all participants, pedagogical perspectives should be strengthened. In the final part of the article, some premises for the pedagogy of participation will be outlined.

English abstract

Towards a pedagogy of participation? – Exploring children’s experiences in regional youth councils

This article approaches children’s participation in the context of regional youth councils in Finland. Based on the survey data and thematic interviews of children aged 9 to 16, the aim is to deepen the understanding on what children consider they are gaining from their membership in the councils. For children, participation refers to their ability to express their own opinions and take part in the decision-making, while being able to interact with their peers is regarded as equally important. Regional youth councils are considered spaces for learning about the democratic culture, and the actual skills and knowledge essential to act in it. Children note this as also being important for their future lives. Based on children’s experiences, this article argues that to make participation arenas more meaningful and effective for all participants, pedagogical perspectives should be strengthened. In the final part of the article, some premises for the pedagogy of participation will be outlined.