How to Involve a Diverse Group of Young People in Local Government Decision Making: A Case Study of Danish Youth Councils

Autor/in	Harada, Akiko
Titel	How to Involve a Diverse Group of Young People in Local Government Decision Making: A Case Study of Danish Youth Councils
Quelle	In: Compare: A Journal of Comparative and International Education, 53 (2023) 5, S.820-836 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2021.1976615
Schlagwörter	Case Studies; Citizenship Education; Program Development; Foreign Countries; Children; Treaties; Childrens Rights; International Law; Democracy; Ethics; Decision Making; Policy Formation; Peer Teaching; Informal Education; Political Attitudes; Social Media; Youth; Organizations (Groups); Citizen Participation; Denmark + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Programmplanung; Ausland; Child; Kind; Kinder; Abkommen; 'Children''s rights'; Kindesrecht; Law of nations; Völkerrecht; Demokratie; Ethik; Decision-making; Entscheidungsfindung; Politische Betätigung; Peer group teaching; Peer Group Teaching; Informelle Bildung; Nichtformale Bildung; Political attitude; Politische Einstellung; Soziale Medien; Jugend; Jugendlicher; Jugendalter; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Dänemark
Abstract	Following ratification of the United Nations Convention on the Rights of the Child (UNCRC) in 1989, councils involving young people have become widespread, both in developed and developing countries. However, these councils are said to reflect the hierarchical nature of parliamentary and representative democracy, leading to tokenistic participation. Studies on the formal structures of youth participation have tended to focus on their failings and reveal little about structures and processes that might encourage youth participation. To address this gap, this paper examines three youth councils in Denmark and argues that the structures of these youth councils -- referred to as 'dialogic democracy' in this paper -- are what encourage effective participation, ensure the fairness of decision-making processes and develop young people's citizenship skills so that they can have agency in the arena of local policy. Crucially, dialogic democracy can be seen as a form of informal learning, with peer learning being central. Lessons can therefore be drawn for developing citizenship education programmes in other national contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01