Education and Fascism : Political Identity and Social Education in Nazi Germany

180 p. ; 21 cm

Participation, Facilitation, and Mediation. Children and Young People in Their Social Contexts

This book is about three intertwined concepts relating to adult-children relationships, - participation, facilitation and mediation. Participation is a broadly discussed topic in recent childhood studies. According to traditional psychological and pedagogical perspectives, children are seen as insufficiently competent social actors, confined to social margins, where they need to learn and “develop” following adults’ guidance. In the last two decades, views of children’s agency - in terms of their active contribution to the constitution of social relationships and the building of social structures have radically changed in three waysFirst, children’s agency has been observed where children seem to be submitted to adult’s guidance, such as in families and schools. Second, family life, schools, peer groups and other contexts in which children are systematically involved have been increasingly considered to be relevant for the constitution of society; therefore, by participating in these contexts, children can make a substantial contribution to social change in general. Third, it has been observed that children can overcome the barriers of these contexts and be involved in other social arenas as either decision-makers or organizers of their own way of living. For example, they can be involved in the planning of urban environments and in other public decisions. The main idea emerging here is that children are agents who can actively participate not only in their everyday relations with peers and adults, but also in the construction of society.How children and young people’s agency is manifest in terms of participation thus plays a central role in changing discourses of childhood and society. The problem is how to define children and young people’s participation. A general definition of participation may be very broad: To take part and to contribute actively to a situation, an event, a process or an outcome, although the extent of the contribution and the autonomy with which it is made may vary considerably and may be constrained in various ways. James and James underline that this broad definition brings about the problem of defining the ways in which children and young people can exercise their agency by participating. However, if on the one hand the idea of participation lacks sufficient theorization, on the other hand it is clearly linked to a high degree of agency and a need for participation.The analysis of children’s participation requires an accurate methodology. Traditionally, pedagogical reflections on adults’ intentions have been taken seriously in describing and explaining the meaning of children’s participation. This kind of reflection, however, focuses more on social and cultural values and ideals than on the empirical social processes involving children; pedagogues and educators explain their intentions and the normatively expected outcomes of their relationships with children in terms of participation. What of this idealized world of intentions and outcomes is actually achieved in the relationship with children? And what are children’s perspectives about this achievement?In this book, the meanings and conditions of children and young people’s participation are introduced and discussed both theoretically and empirically. In particular, the book accounts for theories and research regarding the promotion of children and young people’s participation, highlighting the importance of facilitation and mediation in promoting participation