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✍ለሁለት ተከታታይ ሳምንታት በJTV Ethiopia ዘነበ ወላ ከፀሐይ በታች አምዱ እንግዳ አድረገው የአድሱ ትዉልድ ወገን የሆነው እና የፖለቲካ ተመራማሪ ወጣት ተግባሩ ያሬድ ጋር ካቀረበባቸው ሃሳቦች ጥያቄ የፈጠረው
ዘነበ ፣የባለፉት ሃያ ሳባት ዓመታት ጦርነት አልባ ህይወት እወዳለሁኝ፤ አንተስ እንደት ታየዋለህ??
ተግባሩ፣ ያለፍትህ ፀጥታን ሠላም አለው ብዬ አላምንም፤ አንድ አባት አምባገነን ሆኖ ቤተሰብን ሊያተዳድር ይችላል ልጆች ግን ደስተኛ ናቸው ማለት አይደለም።
ለናንተስ የማን ሃሳብ ይስማማችኃል??
ለኔ ብዙ ጊዜችን የሚናባክነዉ በትላንቱ ታርካችን ስለሆነ፤ ለውጥ አራማጅነት ይመቸኛል።
Youth participation is the active engagement
of young people throughout their own
communities. It is often used as a shorthand
for youth participation in any many forms,
including decision-making, sports, schools and
any activity where young people are not
historically engaged.
Coinage
Youth participation, also called youth
involvement, has been used by government
agencies, researchers, educators, and others
to define and examine the active engagement
of young people in schools , sports,
government, community development and
economic activity .
In 1975, the National Commission on
Resources for Youth in the United States
defined youth participation as:
In 1995, the Canadian Mental Health
Association (CMHA) established a definition
of meaningful youth participation as:
In 2006 the Commonwealth Youth Programme
and UNICEF remarked: "As there are many
types of developmental processes, cultures
and unique individuals in the world,
participation is not any one phenomenon.
There are various definitions of participation.
A basic concept of participation however, is
that people are free to involve themselves in
social and developmental processes and that
self-involvement is active, voluntary and
informed." [1]
The platform for youth to get involved has
continued to increase in contemporary
society, however these opportunities cannot
be seen to be amplifying the voice of youth in
society. [2]
Models
There are various models of youth
participation which can be followed when
attempting to get young people involved with
decision making or acting for change.
Marc Jans and Kurt De Backer present the
Triangle of Youth Participation. This suggests
that young people will actively engage with
society when presented with three specific
dimensions; firstly they must have something
to challenge. Following this, they must feel
they have the capacity to make a difference
and finally must be able to connect with
others in order to tackle the issue effectively.
[3]
Hart’s Ladder of Participation is a model that
can be used when developing and working on
youth participation projects. [4] It aims to
enable young people to take an active part in
decision making, and give them the
opportunity to have a 'voice' in society.
Hart states there are 8 steps on the 'Ladder
of Participation" The first three steps,
manipulation, decoration and tokenism, are
considered not be engaging young people in
active youth participation, but instead provide
a pathway to move up onto the other stages
of youth participation. [5] The following five
steps after this look at how to fully integrate
young people into the decision making
process and how to get them actively
involved. These steps evolve in that the next
step the adult organize an event for young
people to volunteer in (young people assigned
but not informed). Following this the young
people's opinions will have some influence on
decisions made and they will receive
feedback on these opinions (Young people are
consulted and informed). Next step involves
adults coming up with the initial idea, and
young people taking the necessary steps to
implement it with their own ideas and
organization (Adult-initiated, shared power
with young people). The penultimate step look
at young people having full power and
creative license over their ideas and projects
(Young people lead and initiated action). The
final step looks at the amalgamation of some
of the final few steps, in that the young
people initiate the idea and invite adults to
join in, thus leading to an equal partnership.
(Young people and adult share decision
making.) [6]
Examples
In these forms, youth participation activities
may include:
Youth councils
Participatory action research
Youth-led media
Youth-targeted political organizations
Youth participation often requires some
measure of student voice or youth voice, as
well as youth/adult partnerships. Results are
often measured by youth development goals,
academic outcomes or returns on social
capital . They may take the form of civic
engagement, youth rights or intergenerational
equity .
Spectra of activities
Working on behalf of UNICEF , in 1992
sociologist Roger Hart created a model for
thinking about youth participation as a
continuum of activities. Entitled the "Ladder
of Participation," this spectrum identifies eight
types of youth participation ranging from
tokenism and manipulation to engaging youth
as partners. [7] Adam Fletcher of the Freechild
Project has identified a range of youth
participation in social change through his
"Cycle of Engagement". [8] David Driskell ,
another UN-affiliated researcher, has identified
several "steps" towards youth participation,
while Daniel Ho-Sang has analyzed models
according to a horizontal continuum. [9]
Indigenous American
communities' way of
learning
In some Indigenous communities of the
Americas, children are seen as legitimate
participants and have access to learn in order
to make an important impact in their
community . [10] Their high involvement in
family endeavors allow them to observe and
experience skills they will need as community
members. Children are able to learn because
they have the chance to collaborate with
everyone in the community. They also are
eager to participate and take initiative to
engage in family and community events [11]
At different ages, children are performing a
variety of tasks in their community. In the
Yucatec Mayan community of Mexico,
regardless of age, every member can be seen
participating in the daily endeavors of their
family in some form. At the age of 18 months,
Mari is the youngest child in her family. Mari
imitates her mother by using a leaf to scrub
the stool like her mother. Mari’s mother
pleasantly watcher her while she continues to
clean the furniture. Although she is very
young, her mother welcomes her eagerness to
participate in the family’s daily endeavors. [12]
Indigenous children of San
Pedro [disambiguation needed ] engage in
activities like play, lessons, work and free-
standing conversation, with family and
community members of different ages.
Children from the age of two to three year
olds are integrated in activities with their
elders. For example, Many two to three year
olds do errands around the community and
sell fruit or other goods. [13] This gives
children greater accessibility to the endeavors
of their elders and greater chances to learn
useful skills.
Around three years old, Indigenous Mayan
children from San Pedro, Guatemala are
involved in mature-work such as farming,
cooking, and caregiving. At this age they are
observing what others are doing around them,
but around five-years old they begin to
directly help out such as running errands on
their own. [14] The Mayan children are able to
learn by being highly involved in the adults’
work.
In the community of Chillihuani in the high
Peruvian Andes, at an early age, children
around the age of four years old contribute to
their family by running errands and helping
take care of younger siblings. [15] Four year
old Victor contributes to his family by running
errands and helping take care of his two
younger sisters by bringing his mother's
diapers, going outside to dust small blankets,
and holding their bottles while his sisters are
drinking milk. This allows children to observe,
listen and learn so that they can be able to
meaningfully contribute to these endeavors as
they get older.
As the children become older, they are able to
take on more responsibilities. Also, as their
skills become more advanced, children are
able to take initiative in different tasks. In
Guadalajara , Mexico, children around nine to
ten-years old were reported regularly to take
the initiative and contribute to family
household works and activities like cleaning
the house. [16] This initiation allows children
to be more involved in their community. For
example, In Yucatan , Mexico, children as
young as fifteen-year-old will take over his
father’s field to cultivate which helps out their
family immensely. [17] Children take initiative
out of interest and participate as much as
they can.
In an experiment, siblings of Mexican-heritage
with Indigenous history were invited to build a
toy together. [18] They were able to learn how
to build the toy by working together,
considering others ideas, and combining their
methods. This study shows that being part of
the community at an early age allows them to
learn important values such as involvement
and contribution which they carry out in their
own activities.
In many Indigenous American communities,
children are considered as legitimate
contributing participants. Children are
integrated in the daily endeavors of the family
and community. They have greater access to
various opportunities to observe and learn so
that they can make a meaningful impact in
their family and community.
See also
Convention on the Rights of the Child ,
particularly Articles 5 and 12
Community youth development
One World Youth Project
Youth empowerment
youth movements
Youth voice
National Commission on Resources for
Youth
UNICEF/Commonwealth Youth Programme,
both of which are focused on youth
participation
Youth rights
History of youth work
List of youth organizations
References
1. ^ UNICEF/Commonwealth Youth
Programme Participation Toolkits (2006) Book
One p7
2. ^ Forbrig, Joerg (ed.) (2005) Revisiting
Youth Political Participation. Strasbourg:
Council of Europe.
3. ^ De Backer, Kurt and Jans, Marc (2002)
Youth (-work) and Social Participation:
Elements for a Practical Theory. Brussels:
Flemish Youth Council.
4. ^ http://www.myd.govt.nz/working-with-
young-people/youth-participation-in-decision-
making/youth-participation-models.html
5. ^ http://www.myd.govt.nz/documents/
engagement/harts-ladder.pdf
6. ^ http://www.myd.govt.nz/documents/
engagement/harts-ladder.pdf
7. ^ Hart's "Ladder of Participation" is from
(1992) Children's Participation: From Tokenism
to Citizenship. UNICEF. For information
regarding the Hart’s Ladder see this
Archived April 27, 2008, at the Wayback
Machine or this
8. ^ Fletcher, A. and Vavrus, J. (2007) Guide
to Social Change Led By and With Young
People . Olympia, WA: CommonAction
Consulting. Retrieved 8/9/11.
9. ^ Checkoway, B. and Gutierrez, L. (2006)
"An introduction," in Checkoway and Gutierrez
(eds) Youth Participation and Community
Change. New York: Hawthorne Press. p 3.
10. ^ Rogoff, B. (2003). The cultural nature
of human development Oxford University
Press, New York, NY.
11. ^ Rogoff, B. (2014). Learning by
observing and pitching in to family and
community endeavors: An orientation. Human
Development, 57(2-3), 69-81.
12. ^ Gaskins, S. (1999). Children's daily lives
in a mayan village: A case study of culturally
constructed roles and activities. In A. Goncu
(Ed.), Children's engagement in the world:
Sociocultural perspectives; children's
engagement in the world: Sociocultural
perspectives (pp. 25-60, Chapter x, 269
Pages) Cambridge University Press, New York,
NY.
13. ^ Rogoff, B. Morelli, G. & Chavajay, P.
(2010). Children’s integration in communities
and segregation from people of differing ages.
Perspectives on Psychology Science, 5 (4),
431-440.
14. ^ Morelli, G., Rogoff, B., & Angelillo, C.
(2003). Cultural variation in young children’s
access to work or involvement in specialized
child-focused activities. International Journal
of Behavioral Development, 27 (3), 264-274.
15. ^ Bolin, I. (2006). Growing up in a culture
of respect: Childrearing in highland Peru.
Austin: University of Texas.
16. ^ Coppens, A. D., Alcalá, L., Mejía-Arauz,
R., & Rogoff, B. (2014). Children’s initiative in
family household work in Mexico. Human
Development, 57(2-3), 116-130. doi: https://
dx.doi.org.oca.ucsc.edu/10.1159/000356768
17. ^ Gaskins, S. (1999). Children's daily lives
in a mayan village: A case study of culturally
constructed roles and activities. In A. Goncu
(Ed.), Children's engagement in the world:
Sociocultural perspectives; children's
engagement in the world: Sociocultural
perspectives (pp. 25-60, Chapter x, 269
Pages) Cambridge University Press, New York,
NY.
18. ^ Lopez, A., Najafi B., Rogoff, B., Mejia-
Arauz, R., (2012). Collaboration and Helping
as Cultural Practices. The Oxford Handbook
of Culture and Psychology, 869-884.
External links and
further reading
The Podium: A Collegiate Journal, where
tomorrow's leaders speak today
The Wellspring , a web log about youth
leadership opportunities in Australia and at
the United Nations (UN).
SpunOut.ie Irish National Youth Website
toolkits (series of four, 2006)
International Youth Leadership Network
[1]
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Youth participation (ደሴ ዳልጋ)
