Participation as Learning for Change in Everyday Spaces: Enhancing Meaning and Effectiveness Using Action Research

Abstract

In spite of advances in the theory and practice of participation, emphasis continues to be placed on hearing children’s views and experiences rather than more active roles in all stages of the project cycle. In particular, comparatively little attention is paid to the importance of learning in participatory processes. In addition, attention is broadening beyond formal decision-making contexts to focus on the ways in which young people participate in everyday life contexts, bringing to the fore the importance of process and of social learning in everyday relationships as young people reflexively engage with others as equal and active citizens. This chapter draws on recent research to elaborate a case for understanding participation as a process of learning for change, drawing on principles of action research.