1) Young people are defined differently in different societies but are generally considered those aged 15-29. They are shaping a new set of values focused on personal growth, independence, tolerance, and environmental issues rather than materialism.
2) Research shows young people have little interest in traditional politics and political parties. They display cynicism and distrust towards politicians.
3) Barriers like not recognizing education as active work and delays in independence prevent young people from becoming active citizens earlier in life, turning them towards private concerns over communal ones.
Erika Mnå presented on the development of civic engagement among youth. She discussed 5 key findings from research in Sweden: 1) Political interest develops steadily from ages 13-20. 2) Parents have the most influence on youth's civic views in their early 20s. 3) Internet use can both help and hinder the development of civic qualities, depending on the type of media. 4) Civic engagement has two dimensions - participation and passivity. 5) While political interest is high, other factors like trust in institutions influence whether interest translates to participation. The research suggests civic engagement is an ongoing process influenced by both individual and political systemic factors.
This document discusses different forms of citizenship and participation among young adult immigrants in Europe. It begins by introducing the concept of global citizenship and how citizenship rights have expanded beyond traditional civic, political, and social rights to include economic, cultural, digital, and transnational aspects. It then examines formal participation through political parties and civic associations, noting barriers some immigrants face. The document also explores informal participation through social networks, friends, and communities. Several case studies are presented to illustrate different experiences with citizenship and participation.
Youth and election - "To Vote Or Not To Vote?" by Manfred ZentnerAmplifiedSteve
Slides to accompany an amazing talk at SALTO Participation's "To Vote Or Not To Vote?" seminar on youth and electoral participation, by Manfred Zentner.
Active citizenship refers to participation in civil society, community and political life through non-violent and respectful means that uphold human rights and democratic values. It acknowledges that all individuals and groups have the right to engage in and influence democratic societies and institutions. Measuring active citizenship across European countries found the highest levels in Nordic nations, followed by Central and Anglo-Saxon Europe, then Mediterranean, and lowest in Eastern Europe. Key factors influencing active citizenship included the length of established democracy and available economic resources.
1) Young people are defined differently in different societies but are generally considered those aged 15-29. They are shaping a new set of values focused on personal growth, independence, tolerance, and environmental issues rather than materialism.
2) Research shows young people have little interest in traditional politics and political parties. They display cynicism and distrust towards politicians.
3) Barriers like not recognizing education as active work and delays in independence prevent young people from becoming active citizens earlier in life, turning them towards private concerns over communal ones.
Erika Mnå presented on the development of civic engagement among youth. She discussed 5 key findings from research in Sweden: 1) Political interest develops steadily from ages 13-20. 2) Parents have the most influence on youth's civic views in their early 20s. 3) Internet use can both help and hinder the development of civic qualities, depending on the type of media. 4) Civic engagement has two dimensions - participation and passivity. 5) While political interest is high, other factors like trust in institutions influence whether interest translates to participation. The research suggests civic engagement is an ongoing process influenced by both individual and political systemic factors.
This document discusses different forms of citizenship and participation among young adult immigrants in Europe. It begins by introducing the concept of global citizenship and how citizenship rights have expanded beyond traditional civic, political, and social rights to include economic, cultural, digital, and transnational aspects. It then examines formal participation through political parties and civic associations, noting barriers some immigrants face. The document also explores informal participation through social networks, friends, and communities. Several case studies are presented to illustrate different experiences with citizenship and participation.
Youth and election - "To Vote Or Not To Vote?" by Manfred ZentnerAmplifiedSteve
Slides to accompany an amazing talk at SALTO Participation's "To Vote Or Not To Vote?" seminar on youth and electoral participation, by Manfred Zentner.
Active citizenship refers to participation in civil society, community and political life through non-violent and respectful means that uphold human rights and democratic values. It acknowledges that all individuals and groups have the right to engage in and influence democratic societies and institutions. Measuring active citizenship across European countries found the highest levels in Nordic nations, followed by Central and Anglo-Saxon Europe, then Mediterranean, and lowest in Eastern Europe. Key factors influencing active citizenship included the length of established democracy and available economic resources.
This document provides an overview of the key concepts from the second lecture of a sociology course. It discusses what sociology is, the importance of sociological thinking in studying societies, and how case studies can be analyzed from a sociological perspective. Theories are important tools in sociology as they provide explanations for observed social phenomena and behaviors. Studying sociology helps develop an understanding of people and societies to inform fields like business management.
Participation & Inclusion - Raluca Diroescu's presentation from Urban Solutio...AmplifiedSteve
This document discusses youth participation and empowerment in Europe. It defines participation as involving young people in decisions that affect them through activities, organizations and democratic processes. The document outlines European policies and programs that aim to promote participation, empowerment, inclusion and citizenship. It discusses forms of participation, both traditional and new, as well as obstacles that can limit youth involvement. European citizenship and its rights and responsibilities are also examined.
The document provides an introduction and overview of a research project examining the demands and aspirations of protest movements that emerged globally between 2011-2012. The research included a global survey of media reports on protests meeting certain size and duration criteria, and qualitative field research was conducted in Athens, Cairo, London, Moscow, and Yerevan through interviews with activists and representatives of civil society organizations. The research aimed to understand both the commonalities and differences between the various protests, their generational aspects, and relationships with other actors. While many questions remain about the long-term impacts, the research found these movements introduced new ideas and changed public debates around issues of democracy, governance, inequality, and the roles of states and citizens.
This document provides an executive summary of a report by the European Women's Lobby assessing the implementation of the Beijing Platform for Action over the past 20 years in Europe. It finds that while progress has been made in some areas, gender equality has not been fully achieved and new challenges have emerged. The summary highlights that women now participate in all areas of society but still face discrimination. It also notes that a renewed feminist movement has emerged but is facing a strong backlash. Overall, the assessment finds that gender mainstreaming has not been fully implemented in the EU and gender stereotypes persist. The report aims to inform EU policies and actions over the next 5 years to further advance women's rights and gender equality in Europe.
The document is a curriculum vitae for Josh P. Curtis, a sociologist whose research focuses on social stratification, inequality, and political sociology, and includes his educational background, research, teaching experience, publications, awards, and contact information for references.
This document discusses youth inclusion and participation in social welfare programs. It addresses three key points:
1. Youth work provides an important forum for discussing social relations and conditions while also guiding young people's inclusion in society.
2. There is tension between viewing youth work as social work focused on socialization versus seeing it as a practice allowing youth to critically examine society.
3. An effective youth work approach navigates this tension by keeping an open forum where young people's voices are heard while also supporting their transition into social structures.
This paper aims to examine the activity of the Mamy Głos Foundation [We
have a voice], an organization founded in 2015 by junior high school students from
a handful of towns in Poland. For this purpose, a review of available materials about
this organization will be carried out and information will be collected using in-depth
interviews with the founders of the organization. The main research question concerns
the motivation behind young people’s activity in the foundation, the methods used to
achieve the goals of the organization and its founders’ profiles. Their activity will be
presented in the context of political activism among young people, including gender
differentiation.
This document provides summaries of several new projects funded by the United Nations Democracy Fund (UNDEF). It includes projects that:
1) Work to create an educational framework for adults with learning disabilities in Belarus to develop skills and exercise their rights.
2) Introduce parliamentary procedures in selected local councils in all regions of Ukraine to increase transparency and accountability.
3) Advocate for pedestrian rights in Georgia by establishing an association to address issues through advocacy and awareness campaigns.
4) Use debate education in Myanmar to empower civil society organizations and strengthen constructive criticism ahead of elections.
Teaching Democracy and Active Citizenship through Citizenship Education: How ...Paulina Pospieszna
Citizenship education, i.e. activities aimee4ed to teach citizens of recipient countries basic values, knowledge, and skills how to be an active and engaged citizen, has become a popular form of empowering young people within democracy assistance of young democracies from Visegrad countries. This paper outlines some of the programs aimed at educating and activating young people in Eastern Europe to be more socially responsible for their local community, region, and country, and focuses on impact evaluation of these programs. Different methods used to evaluate the impact of the citizenship education programs are being presented and discussed together with their advantages and limitations. These suggestions can be useful for both practitioners whishing to learn whether their citizenship education programs produce impact, as well as for researchers wanting to answer the question whether and how citizenship education efforts of organizations from Visegrad countries influence young people.
Understanding the role of Social Media in Contemporary Society by Chris Hine - a presentation from the BSA Teaching Group Regional Conference at the University of Surrey on 31 May 2014.
This report summarizes the results of a study conducted by the European Association for Viewers’ Interests (EAVI) on young citizens' engagement with media and the EU. An online survey collected responses from over 1,300 people aged 18-35 across Europe. Additionally, 29 video interviews were conducted in 13 EU countries. The study aimed to understand young Europeans' perceptions of opportunities to participate in EU politics and how media influences political participation. Key findings indicate that while young people are interested in engagement, they feel current opportunities are inadequate. Recommendations include improving communication, education, participation tools, and fostering a European identity.
This document outlines the agenda for a conference on citizenship education for the 21st century. It discusses the current interest in citizenship and lifelong learning due to societal changes like globalization, risk, and uncertainty. It explores the origins and forms of citizenship, European ambitions for citizenship education, and approaches like developing civic competences, informal and experiential learning, critical pedagogy, and linking citizenship to capabilities. It also addresses issues like social cohesion, diversity, policy focus, teacher training, and relating citizenship to the core purposes of learning.
Assessing the Impact of Hate: Findings from a Large-Scale Hate Crime Victimisation Survey by John Garland - a presentation from the BSA Teaching Group Regional Conference at the University of Surrey on 31 May 2014.
Morocco Program 2014-2015 - Academic Magazine (digital)Anass EL Yamani
This article analyzes the effect of government policies on female political participation in Morocco using Dahl's five criteria of democracy. While women have legal rights to participate, cultural and religious factors constrain effective participation. Quotas have increased the number of women in politics but they mainly occupy lower levels and decision-making positions remains low. Education initiatives have improved political knowledge but control of the political agenda remains limited due to their positions. Overall, government policies have made some progress but more is needed to achieve equality and overcome constraints to fully realize democratic participation for women.
The document discusses community learning centers and adult education policy in the UK. It provides context about the Bluefield Lanes neighborhood and interviews conducted with local residents. Key points discussed include: 1) Residents value the strong sense of community in Bluefield Lanes but also note increasing issues with crime. 2) Interviews and focus groups were used to understand residents' experiences and values. 3) Current UK adult education policy focuses narrowly on employment but community learning centers provide broader benefits.
The challenges of using education as a means of addressing persistent unemplo...network_trainers
The document discusses a study on adult users of community information technology (IT) centers and their practices with IT. It notes that biographical methods can connect policy with lived experiences, but current policy is often disconnected from realities. It aims to incorporate users' lived experiences into policy debates. There are gaps in understanding the relationships between personal development and community development, as well as gaps in knowledge about how users of community IT centers use their experiences to enact positive changes.
This document provides an overview of sociology as an academic discipline. It discusses key concepts like sociological imagination, the three major theoretical approaches of structural functionalism, symbolic interactionism, and social conflict theory. It also outlines some of the major figures in sociology and topics often analyzed through a sociological lens like gender, class, crime rates and global trends.
This document provides an overview of the key concepts from the second lecture of a sociology course. It discusses what sociology is, the importance of sociological thinking in studying societies, and how case studies can be analyzed from a sociological perspective. Theories are important tools in sociology as they provide explanations for observed social phenomena and behaviors. Studying sociology helps develop an understanding of people and societies to inform fields like business management.
Participation & Inclusion - Raluca Diroescu's presentation from Urban Solutio...AmplifiedSteve
This document discusses youth participation and empowerment in Europe. It defines participation as involving young people in decisions that affect them through activities, organizations and democratic processes. The document outlines European policies and programs that aim to promote participation, empowerment, inclusion and citizenship. It discusses forms of participation, both traditional and new, as well as obstacles that can limit youth involvement. European citizenship and its rights and responsibilities are also examined.
The document provides an introduction and overview of a research project examining the demands and aspirations of protest movements that emerged globally between 2011-2012. The research included a global survey of media reports on protests meeting certain size and duration criteria, and qualitative field research was conducted in Athens, Cairo, London, Moscow, and Yerevan through interviews with activists and representatives of civil society organizations. The research aimed to understand both the commonalities and differences between the various protests, their generational aspects, and relationships with other actors. While many questions remain about the long-term impacts, the research found these movements introduced new ideas and changed public debates around issues of democracy, governance, inequality, and the roles of states and citizens.
This document provides an executive summary of a report by the European Women's Lobby assessing the implementation of the Beijing Platform for Action over the past 20 years in Europe. It finds that while progress has been made in some areas, gender equality has not been fully achieved and new challenges have emerged. The summary highlights that women now participate in all areas of society but still face discrimination. It also notes that a renewed feminist movement has emerged but is facing a strong backlash. Overall, the assessment finds that gender mainstreaming has not been fully implemented in the EU and gender stereotypes persist. The report aims to inform EU policies and actions over the next 5 years to further advance women's rights and gender equality in Europe.
The document is a curriculum vitae for Josh P. Curtis, a sociologist whose research focuses on social stratification, inequality, and political sociology, and includes his educational background, research, teaching experience, publications, awards, and contact information for references.
This document discusses youth inclusion and participation in social welfare programs. It addresses three key points:
1. Youth work provides an important forum for discussing social relations and conditions while also guiding young people's inclusion in society.
2. There is tension between viewing youth work as social work focused on socialization versus seeing it as a practice allowing youth to critically examine society.
3. An effective youth work approach navigates this tension by keeping an open forum where young people's voices are heard while also supporting their transition into social structures.
This paper aims to examine the activity of the Mamy Głos Foundation [We
have a voice], an organization founded in 2015 by junior high school students from
a handful of towns in Poland. For this purpose, a review of available materials about
this organization will be carried out and information will be collected using in-depth
interviews with the founders of the organization. The main research question concerns
the motivation behind young people’s activity in the foundation, the methods used to
achieve the goals of the organization and its founders’ profiles. Their activity will be
presented in the context of political activism among young people, including gender
differentiation.
This document provides summaries of several new projects funded by the United Nations Democracy Fund (UNDEF). It includes projects that:
1) Work to create an educational framework for adults with learning disabilities in Belarus to develop skills and exercise their rights.
2) Introduce parliamentary procedures in selected local councils in all regions of Ukraine to increase transparency and accountability.
3) Advocate for pedestrian rights in Georgia by establishing an association to address issues through advocacy and awareness campaigns.
4) Use debate education in Myanmar to empower civil society organizations and strengthen constructive criticism ahead of elections.
Teaching Democracy and Active Citizenship through Citizenship Education: How ...Paulina Pospieszna
Citizenship education, i.e. activities aimee4ed to teach citizens of recipient countries basic values, knowledge, and skills how to be an active and engaged citizen, has become a popular form of empowering young people within democracy assistance of young democracies from Visegrad countries. This paper outlines some of the programs aimed at educating and activating young people in Eastern Europe to be more socially responsible for their local community, region, and country, and focuses on impact evaluation of these programs. Different methods used to evaluate the impact of the citizenship education programs are being presented and discussed together with their advantages and limitations. These suggestions can be useful for both practitioners whishing to learn whether their citizenship education programs produce impact, as well as for researchers wanting to answer the question whether and how citizenship education efforts of organizations from Visegrad countries influence young people.
Understanding the role of Social Media in Contemporary Society by Chris Hine - a presentation from the BSA Teaching Group Regional Conference at the University of Surrey on 31 May 2014.
This report summarizes the results of a study conducted by the European Association for Viewers’ Interests (EAVI) on young citizens' engagement with media and the EU. An online survey collected responses from over 1,300 people aged 18-35 across Europe. Additionally, 29 video interviews were conducted in 13 EU countries. The study aimed to understand young Europeans' perceptions of opportunities to participate in EU politics and how media influences political participation. Key findings indicate that while young people are interested in engagement, they feel current opportunities are inadequate. Recommendations include improving communication, education, participation tools, and fostering a European identity.
This document outlines the agenda for a conference on citizenship education for the 21st century. It discusses the current interest in citizenship and lifelong learning due to societal changes like globalization, risk, and uncertainty. It explores the origins and forms of citizenship, European ambitions for citizenship education, and approaches like developing civic competences, informal and experiential learning, critical pedagogy, and linking citizenship to capabilities. It also addresses issues like social cohesion, diversity, policy focus, teacher training, and relating citizenship to the core purposes of learning.
Assessing the Impact of Hate: Findings from a Large-Scale Hate Crime Victimisation Survey by John Garland - a presentation from the BSA Teaching Group Regional Conference at the University of Surrey on 31 May 2014.
Morocco Program 2014-2015 - Academic Magazine (digital)Anass EL Yamani
This article analyzes the effect of government policies on female political participation in Morocco using Dahl's five criteria of democracy. While women have legal rights to participate, cultural and religious factors constrain effective participation. Quotas have increased the number of women in politics but they mainly occupy lower levels and decision-making positions remains low. Education initiatives have improved political knowledge but control of the political agenda remains limited due to their positions. Overall, government policies have made some progress but more is needed to achieve equality and overcome constraints to fully realize democratic participation for women.
The document discusses community learning centers and adult education policy in the UK. It provides context about the Bluefield Lanes neighborhood and interviews conducted with local residents. Key points discussed include: 1) Residents value the strong sense of community in Bluefield Lanes but also note increasing issues with crime. 2) Interviews and focus groups were used to understand residents' experiences and values. 3) Current UK adult education policy focuses narrowly on employment but community learning centers provide broader benefits.
The challenges of using education as a means of addressing persistent unemplo...network_trainers
The document discusses a study on adult users of community information technology (IT) centers and their practices with IT. It notes that biographical methods can connect policy with lived experiences, but current policy is often disconnected from realities. It aims to incorporate users' lived experiences into policy debates. There are gaps in understanding the relationships between personal development and community development, as well as gaps in knowledge about how users of community IT centers use their experiences to enact positive changes.
This document provides an overview of sociology as an academic discipline. It discusses key concepts like sociological imagination, the three major theoretical approaches of structural functionalism, symbolic interactionism, and social conflict theory. It also outlines some of the major figures in sociology and topics often analyzed through a sociological lens like gender, class, crime rates and global trends.
Contesting "youth work": can young people’s expectations marry with those of ...POYWE
Presentation by Graeme Tiffany, independent education consultant from the UK
@ the international POYWE seminar “Reflections on Expectations of youth work in Europe”,
23.- 25.2.2015, Rotterdam, NL
Feldman Land Surveyors - The Northen Light. Taking History to New Depths.FaldmanSurveyors
Dr. Allen Gontz, a Freemason and coastal geologist, used ground-penetrating radar to survey land around the Paul Revere House to locate underground structures without disrupting the surface. His non-invasive technique identified past features like wells and privies. This helped plan construction while preserving the historical site. Gontz also searched for the sunken Revolutionary War privateer The Freemason using sonar and a magnetometer, hoping to find the ship that exploded in 1779.
Are you looking for an authentic source for purchasing Russian fine and decorative arts? Well, there are numerous online shops and stores available from where you can purchase Russian arts and paintings at excellent rates.
I need some photos taken for my band's upcoming album and music videos. We are an indie rock band called Media Music and are looking for high quality photos that capture our energetic live shows and creative studio sessions. Please contact me if you have experience with music photography and are available for a shoot next weekend.
Dokumen tersebut merangkum tentang Tugas Pengantar Aplikasi Komputer yang disusun oleh beberapa mahasiswa. Dokumen tersebut juga menjelaskan tentang Himpunan Mahasiswa Jurusan Akuntansi (HMJ Akuntansi) FE UNJ yang merupakan organisasi pemerintahan mahasiswa di jurusan Akuntansi FE UNJ. Dokumen tersebut juga menjelaskan visi, misi, dan struktur organisasi dari HMJ Akuntansi FE UNJ.
Dokumen tersebut merangkum tentang Tugas Pengantar Aplikasi Komputer yang disusun oleh beberapa mahasiswa. Dokumen tersebut juga menjelaskan tentang Himpunan Mahasiswa Jurusan Akuntansi (HMJ Akuntansi) FE UNJ yang merupakan organisasi mahasiswa di jurusan Akuntansi FE UNJ, visi dan misi HMJ Akuntansi, serta struktur organisasinya.
This slide is based on the concept of travel and tourism in india and the destruction caused by tourism .......it also encourages the sense of 'ATITHI DEVO BHAV " in india...
The document discusses c-Space, a framework for creating new creative paradigms based on recording and sharing casual videos online. The framework aims to 1) leverage crowdsourcing of user-generated videos to help reconstruct 3D scenes in near real-time, 2) develop new interaction methods based on natural behaviors, and 3) deliver a more immersive experience through affective computing and projecting content in the user's surroundings. Challenges include reducing 3D content production costs, defining new data and business models, and facilitating intuitive user experiences.
(Civic and political education 2) murray print, dirk lange (auth.), murray pr...Zaky Luthfi
This document discusses the challenge of developing civic education in schools to prepare students for active citizenship. It argues that civic education needs to go beyond single subjects and involve the entire school community. It proposes an approach called "democratic learning" where students gain experience participating in democratic processes throughout their education. This helps students develop democratic competencies and the ability to address complex global issues. The document outlines 14 theses on how schools can create a learning environment that promotes civic participation and commitment among students. It emphasizes that the school must support democratic learning for citizenship education to be effective.
Marta zientek's presentation iatefl conference bydgoszcz 19th of september 2010Marta Zientek
This document discusses non-formal educational initiatives in Poland. It describes various short courses provided for groups like families and foster families on topics such as computer skills, sewing, and community support. These initiatives aim to address needs identified in local communities and focus on both vocational skills and personal/social development. They involve cooperation between local authorities and community members. Interviews with locals show that teachers have played a strong leadership role in organizing these initiatives and encouraging participation.
This document provides background information and context for a research report on two neighborhoods in Amsterdam, the Netherlands: Tuindorp Buiksloot and Floradorp. It discusses the methodology used in the research and then covers topics like the population demographics of Amsterdam and the neighborhoods, the current policy context around urban development, issues of identity and belonging, education, employment, housing, health, and policing/security. The document aims to give an overview of the key social, economic, and political issues facing the white working-class communities in these two neighborhoods.
Social media and youth: reaching international organizations (UNESCO Youth Fo...Stephanie Wells
1) The document summarizes a UNESCO panel discussion on using social media to engage youth in international organizations.
2) The panelists discussed how social media can help stay connected to youth needs and opinions on topics like employment, political participation, and inclusion.
3) The panel sought youth input on these topics and how organizations can better involve youth in decision-making through platforms like the Internet.
This document provides an agenda and background information for a seminar on citizenship education in the 21st century. The agenda covers topics like the current interest in citizenship due to societal changes, European ambitions for citizenship education, critical pedagogy, and the potential contribution of social media. It discusses concepts like "risk society" and the need to equip citizens with knowledge, skills, and values to engage in political and social life and foster diversity and social cohesion in a changing world. It emphasizes informal, experiential learning of citizenship and developing students' civic competencies and capabilities through critical thinking.
This document provides an overview of a study using an (n)ethnographic method to examine political participation on social media. It discusses three studies: 1) a case study of a politician, Nina Larsson, using social media for her campaign; 2) studying activists' use of social media; and 3) examining popular cultural participation on forums. The method involves both traditional ethnography (observation, interviews) and netnography of online spaces. Two problems are discussed: 1) issues analyzing Nina as a case study since she is an outlier in her social media use; and 2) ethical considerations around studying non-public online communities.
The document discusses a study on the opinions of elderly women in Poland on global social changes, employment, and lifelong learning. It summarizes interviews conducted with 60 elderly women students at a Third Age University in Poland. Many attended courses to escape poverty, feel useful, and learn new skills. They saw lifelong learning as a way to fulfill dreams and fight for better life conditions and human dignity. Their participation in the university improved their social status and sense of being modern. The study found that local social and professional activities can decrease the negative impacts of aging and lack of employment by providing a sense of community and occupation.
Miriam Teuma: Professional Open Youth Work – incl. an overview about the situ...POYWE
This document discusses open youth work in Europe. It defines open youth work as activities that provide young people space, like a youth center, that is partly structured by youth workers but appropriated by young people. Open youth work aims to provide opportunities for young people to shape their futures through informal education. It faces both internal challenges like outdated methods and external challenges like increased specialization. The EU framework supports youth work but it is mentioned infrequently. The framework focuses on increasing opportunities in education, employment, and participation for young people through both youth-specific and cross-sectoral initiatives.
Lifelong Learning Institution as a Means Of Creating Age Friendly Environmentguestd57072
The document discusses the establishment of a lifelong learning institution called the Tuymazy Folk School in Tuymazy, Russia to address challenges facing older adults. It aimed to provide social engagement opportunities for older adults through courses taught by volunteers. From 2007-2008, 350 classes were offered with 120 older adults participating. Benefits included increased social participation, volunteering opportunities, intergenerational communication, participation in decision making, and an improved community image of aging. The program helped address isolation, lack of recognition, and limited activities for older adults in the area.
Lifelong Learning Institution as a Means Of Creating Age Friendly Environmentm.gulnara
The document discusses the establishment of a lifelong learning institution called the Tuymazy Folk School in Tuymazy, Russia to address challenges facing older adults. It aims to create an age-friendly environment through participation, volunteering, intergenerational interaction, and decision-making roles for older adults. Statistics show over 350 classes were held with 120 older adults and 15 volunteer instructors. Benefits included combating isolation, recognizing contributions of older adults, improving attitudes towards aging and between generations, and empowering older adults.
University Civic Engagement: What Does It Mean to Be An Engaged University?ExCID
Civic engagement refers to the ways citizens participate in their community to improve conditions or shape the future. It means promoting quality of life through political and non-political processes. An engaged citizen has the ability, agency, and opportunity to address public issues. Universities are expected to integrate into their communities, care about local issues, and exchange knowledge to educate socially responsible citizens. The basic assumption is that universities have public responsibility for community development.
This document summarizes activities at the Stefan Żeromski High School in Żyrardów, Poland related to their Comenius project on gender and gender mainstreaming. The school has undertaken various activities including workshops, displays, surveys and interviews to raise awareness of gender equality and human rights issues among students. They have worked with external organizations and experts on topics like discrimination, gender stereotypes, and women's rights. The goal is for students to better understand concepts like gender mainstreaming and acquire skills to challenge discrimination.
This document provides an overview of education systems in several European countries, including Germany, Norway, Spain, Czech Republic, and the United Kingdom. It discusses definitions of education, comparisons of education structures and policies across the countries, and how political, economic, and religious factors influence each system. Graphs and illustrations are provided on topics like class sizes, mandatory schooling years, education levels attained, public versus private funding, and the role of religion in different education models. The aim is to understand how culture and society shape education systems in Europe through comparative research.
The document discusses integrating e-participation into political education to foster youth engagement. It argues that developing a participatory culture through web technologies can decentralize information sharing and collaboration. For effective e-participation, it is important to establish spaces for participation in political education curricula and develop citizens' skills and abilities to participate through informed discussion and decision making from the bottom-up. Political education should encourage independent action, student-centered learning using new forms of expression, and civic engagement through new media.
This book examines the digital divide between Western and Southern Europe, specifically looking at Greece, Portugal, and the UK. It assesses the role of socio-cultural and policy factors in influencing the digital divide between these regions. Through interviews with ordinary citizens, it links their perspectives on the digital divide to the role of policymakers and regulators. The study identifies socio-cultural and decision-making parameters as important influences on the Western-Southern European divide and argues this divide is the result of a complex interplay of these factors and should be viewed as a hierarchy of multiple divides.
The document outlines the European Association for the Education of Adults' (EAEA) manifesto for adult learning in the 21st century. It argues that adult education can help tackle societal challenges like inequality, unemployment, digitalization, migration, and climate change by providing skills, knowledge and competencies to citizens. It calls for increased investment in adult education across Europe to develop a knowledge society capable of dealing with current challenges and proposes a European Year for Adult Learning to raise awareness of the benefits of adult education.
Yeni Zamanlarda Genç Yurttaşların Katılımı Konferansı
9-10-11 Mayıs 2014
www.sebeke.org.tr
www.twitter.com/sebekeprojesi
www.facebook.com/sebekeprojesi
www.sebeke.org.tr/
www.instagram.com/sebekeprojesi/
www.pinterest.com/sebekeprojesi/
Yeni Zamanlarda Genç Yurttaşların Katılımı Konferansı
9-10-11 Mayıs 2014
www.sebeke.org.tr
www.twitter.com/sebekeprojesi
www.facebook.com/sebekeprojesi
www.sebeke.org.tr/
www.instagram.com/sebekeprojesi/
www.pinterest.com/sebekeprojesi/
Yeni Zamanlarda Genç Yurttaşların Katılımı Konferansı
9-10-11 Mayıs 2014
www.sebeke.org.tr
www.twitter.com/sebekeprojesi
www.facebook.com/sebekeprojesi
www.sebeke.org.tr/
www.instagram.com/sebekeprojesi/
www.pinterest.com/sebekeprojesi/
Yeni Zamanlarda Genç Yurttaşların Katılımı Konferansı
9-10-11 Mayıs 2014
www.sebeke.org.tr
www.twitter.com/sebekeprojesi
www.facebook.com/sebekeprojesi
www.sebeke.org.tr/
www.instagram.com/sebekeprojesi/
www.pinterest.com/sebekeprojesi/
This document outlines Citizens Foundation's work developing participatory democracy software called Your Priorities. It summarizes how the software has been used in Iceland, Estonia, and the UK to give citizens a stronger voice in policymaking. The software allows citizens to submit and debate ideas, helps prioritize the best ideas, and facilitates connections between citizens and their representatives. Over 500,000 unique visitors have used the open source software since 2008. The presentation concludes by describing Citizens Foundation's vision for new participatory democracy tools called Active Citizen that integrate artificial intelligence and virtual/augmented reality to further increase citizen participation and influence.
Yeni Zamanlarda Genç Yurttaşların Katılımı Konferansı
9-10-11 Mayıs 2014
www.sebeke.org.tr
www.twitter.com/sebekeprojesi
www.facebook.com/sebekeprojesi
www.sebeke.org.tr/
www.instagram.com/sebekeprojesi/
www.pinterest.com/sebekeprojesi/
Yeni Zamanlarda Genç Yurttaşların Katılımı Konferansı
9-10-11 Mayıs 2014
www.sebeke.org.tr
www.twitter.com/sebekeprojesi
www.facebook.com/sebekeprojesi
www.sebeke.org.tr/
www.instagram.com/sebekeprojesi/
www.pinterest.com/sebekeprojesi/
Yeni Zamanlarda Genç Yurttaşların Katılımı Konferansı
9-10-11 Mayıs 2014
www.sebeke.org.tr
www.twitter.com/sebekeprojesi
www.facebook.com/sebekeprojesi
www.sebeke.org.tr/
www.instagram.com/sebekeprojesi/
www.pinterest.com/sebekeprojesi/
Yeni Zamanlarda Genç Yurttaşların Katılımı Konferansı
9-10-11 Mayıs 2014
www.sebeke.org.tr
www.twitter.com/sebekeprojesi
www.facebook.com/sebekeprojesi
www.sebeke.org.tr/
www.instagram.com/sebekeprojesi/
www.pinterest.com/sebekeprojesi/
Yeni Zamanlarda Genç Yurttaşların Katılımı Konferansı
9-10-11 Mayıs 2014
www.sebeke.org.tr
www.twitter.com/sebekeprojesi
www.facebook.com/sebekeprojesi
www.sebeke.org.tr/
www.instagram.com/sebekeprojesi/
www.pinterest.com/sebekeprojesi/
Yeni Zamanlarda Genç Yurttaşların Katılımı Konferansı
9-10-11 Mayıs 2014
www.sebeke.org.tr
www.twitter.com/sebekeprojesi
www.facebook.com/sebekeprojesi
www.sebeke.org.tr/
www.instagram.com/sebekeprojesi/
www.pinterest.com/sebekeprojesi/
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Prof Dr. Andreas Walther - Participation or non- participaton ?
1. Participation or non-participation?
The power of concepts and distinctions in
(dis)empowering young people in late modern capitalism
15th of November 2013, Bilgi University Istanbul
Prof. Dr. Andreas Walther, Goethe-University Frankfurt am Main
Social Pedagogical Research Centre
„Education and Coping in the Life Course“
A.Walther@em.uni-frankfurt.de
2. Normative: full participation is positive !
Quantitative: full vs. empty/incomplete
Forms and
areas: some
know exactly
what participation
is, where and
how it occurs
“Full participation of young people in civic and
political life is an increasing challenge, in light
of the gap between youth and the institutions
… increasing youth participation in the civic life
of local communities and in representative
democracy, by supporting youth organisations
as well as various forms of 'learning to
participate', by encouraging participation of
non-organised young people and by providing
quality information services.“
Who has to bridge the gap? Non-participation
as deficit / mal-adaptation of young people
which can be compensated by policies
Social Pedagogical Research Centre
„Education and Coping in the Life Course“
A.Walther@em.uni-frankfurt.de
Social change:
Less participation
Relation:
Participation as
conditional –
young people as
inable and
anxious
3. Questions and aims
• Youth participation is positive and its meaning is unanimous
• Young people do not participate enough or not in the right way
• The lack of participation can / has to be addressed by policy and
pedagogical practice educate/learn first, participate later
Questions and overview:
1.
Meaning(s), discourses and prerequisites of „participation“
2.
Empirical findings I: how much youth participation
3.
Empirical findings II: experiences, parctices and meanings of
young people
4.
Conclusions: Distinctions and differentation
Social Pedagogical Research Centre
„Education and Coping in the Life Course“
A.Walther@em.uni-frankfurt.de
4. Research background
Youth policy and participation (YOYO).
Qualitative study on potentials of
participation and informal learning for
young people‘s transitions to the
labour market (2001-2004)
Youth – actor of social change
(UP2YOUTH). Literature review and
comparative analysis on transitions to
parenthood, young immigrantsa and
youth participation
Governance of educational trajectories
in Europe (GOETE): access, coping
and relevance of education for young
people (2010-2013)
FI
IE
DK
UK NL
D
S
PL
F
PT
AT
ES
SI
IT
SK
RO
BG
GR
5. 1. Meanings and discourses
of (youth) participation
•
Meaning in most languages ambiguous and broad
– power/claims/rights – presence/attendance
– active – passive
– goal or principle of policy and practice
•
Participation as principle of and tensions in modern politics,
democracy and civil society:
– self-determination - co-determination
– right of voluntary involvement – expectation of responsibility
– engagement - formal procedures
– deliberation (voice) – representation
– public space – organisation
– self-realisation - alienation
Social Pedagogical Research Centre
„Education and Coping in the Life Course“
A.Walther@em.uni-frankfurt.de
6. Discourses of youth participation: what is said – what not?
… depend on contexts, actors, interrests, actors and power
relations of the youth participation discourse
–
Individualisation and mass society
−
Fragmentation and mediatisation of the public sphere
−
International and suprastatal governance (EU, UN)
−
Destandardisation of life course and transitions to adulthood
−
Neoliberalism:
− Active welfare / social investment state activation of human
capital; expectation of self-responsibility (instead of solidarity)
− Active citizenship (denounciation of passive dependency)
−
Emergence of a „participation industry“
Social Pedagogical Research Centre
„Education and Coping in the Life Course“
A.Walther@em.uni-frankfurt.de
7. Examples
1) “Youth are a priority of the European Union's social vision, and the
current crisis compounds the need to nurture young human capital …
Europe's youth need to be equipped to take advantage of opportunities
such as civic and political participation ...“
2) „Ladder of participation“: Struggles between policy makers,
professionals and activists on ‚real‘ and
‚enough‘ participation
(Arnstein 1969; Hart 1992)
A.Walther@em.uni-frankfurt.de
8. • Prerequisites:
– Mediation between subjective relevances and collective
necessities
– Power and rights
– Trust and recognition
– Time and space
– Competencies and consciousness?
Social Pedagogical Research Centre
„Education and Coping in the Life Course“
A.Walther@em.uni-frankfurt.de
9. 2. Empirical findings I: how much
youth participation
Political participation
Participation in elections last 3 years
Political interest (<30)
Young people 15-30
(Eurobarometer)
Adults(OECD)
European
social survey
Eurobarometer
2007
2013
2005
2003
2007
EU
62
56
-
-
82
DE
63
53
71
48
87
IT
56
71
81
22
78
UK
53
38
66
41
86
FI
53
64
69
33
82
PL
74
22
55
27
83
SK
71
52
59
-
83
National differences are bigger than intragenerational differences
Social Pedagogical Research Centre
„Education and Coping in the Life Course“
A.Walther@em.uni-frankfurt.de
10. Non-conventional forms of political participation
Eurobarometer
Spannring et al. 2008
2007: preferred action
2004: done past 12 months
debates
petition
demo
party
union
NGO
Demo
Consumerism
EU
29
11
13
16
11
11
-
-
DE
22
20
24
27.7
14.6
IT
34
12
19
46.4
22.6
UK
25
15
3.6
4.5
FI
34
17
9.9
32.3
PL
39
13
-
-
SK
42
17
5.7
20.5
18
15
Social Pedagogical Research Centre
„Education and Coping in the Life Course“
18
11
A.Walther@em.uni-frankfurt.de
11. Participation and inequality
Eurobarometer
elections
membership
2007
2013
+ (higher)
+ (higher)
+ (higher)
Gender
-
-
Employm.
+ (highest
self-empl)
+ (highest
employees)
debate
2007
Education
Fahmy 2006
demo
2007
2007
+ (higher)
+ (lower)
+ (higher)
+ (male)
-
-
-
+ (highest
employees)
-
-
-
differences especially according to education
Social Pedagogical Research Centre
„Education and Coping in the Life Course“
pol. part.
A.Walther@em.uni-frankfurt.de
12. Lessons from surveys:
•
No clear sign of break down of political participation
•
No clear sign of break down of social participation (sports dominates)
•
National differences bigger than generational differences
•
Perspective towards formal/conventional forms too narrow trends towards
non-conventional forms
•
Under-representation of lower educated youth across all conventional and nonconventional forms of social and political participation (are policy makers right?)
- also in e-participation (CIVICWEB project) but why?
– Competencies and information?
– Low expectation of effectiveness? Learned mistrust in formal institutions
– Lack of relevance of issues associated with participation?
Need of broadening the perspective: experiences in public
institutions and youth cultures
Social Pedagogical Research Centre
„Education and Coping in the Life Course“
A.Walther@em.uni-frankfurt.de
13. Empirical findings II: practices and
meanings of young people
•
Experience of participation in public institutions
– Projects GOETE (www.goete.eu) and UP2YOUTH (www.up2youth.org):
marginal influence in school
– German research on youth in public care: professionals restrict participation
referring to deficits and for loss of professional authority
Social Pedagogical Research Centre
„Education and Coping in the Life Course“
A.Walther@em.uni-frankfurt.de
14. •
Youth work as participatory institution?
•
Project YOYO (www.iris-egris.de/yoyo): participation in transition from school to
work bigger in ‚soft‘ youth policies (e.g. youth work) than ‚hard‘ youth policies
(e.g. training and employment schemes)
•
Choice
•
Spaces for experimentation
•
Trustful relationships
•
Phd Larissa von Schwanenflügel: participation biographies of disadvantaged
young people (low education,poor families) in youth work depend on ‚fit‘ between
biographical needs and what they find in youth work
•
But:
–
‚soft‘ youth policies rarely provide ‚hard‘ resources (problem of social recognition
and relevance)?
–
Trend of instrumentalisation for school in the context of neoliberal activation and
human capital formation
Social Pedagogical Research Centre
„Education and Coping in the Life Course“
A.Walther@em.uni-frankfurt.de
15. •
Youth cultures as forms and contexts of participation:
– Youth cultures as expressions of youth as not only preparation for
adulthood but life phase in its own right
– Youth cultures as contexts of (political) socialisation:
• Willis (Learning to labour): youth cultural practice as specific orientation
towards working class culture
• Pfaff: music cultures as contexts of development of (quasi)political
orientations (Goth – left wing; Metal – right wing/nationalist; HipHop –
no party orientation but social justice as issue)
– Youth cultures as practice in the public sphere
• Claims for participation in the public sphere
• Experience of conflicts with other actors/interests and the authorities
Social Pedagogical Research Centre
„Education and Coping in the Life Course“
A.Walther@em.uni-frankfurt.de
16. − Example 1: Riots in suburbs of Paris 2005
… as well as Athens,
Copenhagen, London …
Isn‘t that simply
agression and vandalism?
or a „protopolitical
rebellion“ (Lapeyronnie 2006)
Example 2: Skaters in public space
Is this serious? Don‘t they just want
to have fun?
Local initiative „Cork Skaters“(Ireland)
Social Pedagogical Research Centre
„Education and Coping in the Life Course“
A.Walther@em.uni-frankfurt.de
17. Example 3: young people ‚doing nothing‘ („Chilling“)
Wasting their time (and human capital) or resisting against (or at least claming for a
break from) the constant pressure of (self)exploitation and competition
Social Pedagogical Research Centre
„Education and Coping in the Life Course“
A.Walther@em.uni-frankfurt.de
18. Doing nothing?
Contextualisation and/or validation of consciousness and intentions is
needed to distinguish participation from non-participation
Social Pedagogical Research Centre
„Education and Coping in the Life Course“
A.Walther@em.uni-frankfurt.de
19. 4. Conclusions: changed meaning of participation
– or necessary differentiation of participation in late capitalism?
•
Individualisation – biographisation:
– relevance of collective political issues needs to be experienced
subjectively with regard to the own biography
•
Neoliberalism – activation:
– The demand to take own choices (within the paradigms of human
capital and employability) – regardless of options and resources –
and being made accountable for own choices
•
Fragmentation of the public sphere:
– Different issues of collective and subjective relevance are dealt with
in different contexts participation programmes as „containers“
•
Identity work – (in)visibility as a political issue?
– Youth cultures: under conditions of individualisation/ fragmentation
and uncertainty visibility is a vital need of constructing identities
Social Pedagogical Research Centre
„Education and Coping in the Life Course“
A.Walther@em.uni-frankfurt.de
20. Claims of visibility:
who has the power/right to define what is „real“ participation?
A.Walther@em.uni-frankfurt.de
21. Proposal for a new definition of youth participation
All actions of young people in the public or addressing the public
need to be seen as potentially participatory.
Only communicative validation can show whether the actor
consciously related (or wanted to relate) individual interest with
the wider community or society.
What does this mean?
Social Pedagogical Research Centre
„Education and Coping in the Life Course“
A.Walther@em.uni-frankfurt.de
22. •
Research: extend research designs beyond measuring young people‘s
behaviour with regard to formal participation analyse how individuals
relate to the public
•
Policy: dialogue rather than criminalising young people who act in the
public; provide (different) spaces for experimentation; participation
rights for young people to negotiate with adults and institutions
including access to welfare!
•
Pedagogical / youth work practice: negotiation of goals and
methods; conflicts as participatory situation; experimentation rather
than teaching participation regarding predefined issues.
•
NGOs: accept particularity of own objectives and milieu; reflect
differences between interests of initiators/organisors and
participants/users.
Social Pedagogical Research Centre
„Education and Coping in the Life Course“
A.Walther@em.uni-frankfurt.de