Participation in political literacy Transforming lives through learning Participation in Political Literacy Professional Learning Resource for Practitioners

Participation in political literacy Transforming lives through learning Contents 1.Discuss definitions and understanding of the term ‘participation.’Discuss definitions and understanding of the term ‘participation.’ 2.7 Golden Rules of Participation.7 Golden Rules of Participation. 3.Article 2 of the UNCRC and barriers to participationArticle 2 of the UNCRC and barriers to participation 4.How good are our Pupil Councils and community partnerships?How good are our Pupil Councils and community partnerships?

Participation in political literacy Transforming lives through learning Define participation “Participation is about more than taking part. It is about listening, sharing experiences and learning from each other. If we want our children to take an active part in society, we must, on a day to day basis, value their voice on matters that are important to them and hear and consider their views when we are making decisions that affect them.” (Scotland’s Commissioner for Children and Young People)

Participation in political literacy Transforming lives through learning Define participation The term ‘participation’ is used to refer generally to the process of sharing decisions which affect one’s life and the life of the community in which one lives. It is the means by which a democracy is built and it is a standard against which democracies should be measured. Participation is the fundamental right of citizenship.

Participation in political literacy Transforming lives through learning Article 12 UNCRC: You have the right to an opinion and for it to be listened to and taken seriously.

Participation in political literacy Transforming lives through learning Article 12 UNCRC: You have the right to an opinion and for it to be listened to and taken seriously.

Participation in political literacy Transforming lives through learning Article 12 applies everywhere and to everyone The opinion of a child and young person should be considered everywhere, including in their home, in their workplace and at school. This is true no matter how young a child or young person is, although the weight their opinion is given should change as they grow up and become more mature. special materials should be produced for children and young people with disabilities if they need these to participate special consideration should be given to children and young people in vulnerable situations, such as those in care or refugees care should be taken to make sure girls' opinions are respected just as much as boys' are.

Participation in political literacy Transforming lives through learning Article 12: being able to speak up Article 12 is also concerned with making sure children and young people feel able to express their opinions. It says that they shouldn’t feel their opinions will be dismissed or regarded as invalid because of their age. It also says that children and young people need to know about this right so that they can exercise it, and that adults need to know about this right so they don’t dismiss it out of hand. Additionally, children and young people should be able to complain about any aspect of your life as easily as adults can. They should have ways to complain about those in a position of power over them – such as parents, guardians or teachers – without an adult knowing, and complaints procedures in general should be easy for them to access.

Participation in political literacy Transforming lives through learning Article 12: being able to refuse Article 12 doesn’t mean children and young people have to express an opinion if they don’t want to. They can refuse to give their opinion for any reason, and Article 12 shouldn’t be used to pressure them into giving it.

Participation in political literacy Transforming lives through learning 7 Golden Rules of Participation Download and print off the Golden Rules cards wnload.pdfhttp:// wnload.pdf What does participation mean from the point of view of children and young people, and how can we support them to participate in a meaningful and purposeful context? In groups, take time to discuss each of the cards and reflect on how participation and learner voice can be valued and developed in your school or community.

Hart’s Ladder of Participation

Participation in political literacy Transforming lives through learning

Participation in political literacy Transforming lives through learning Article 2 of the UNCRC: “You have the right to protection against discrimination.”

Participation in political literacy Transforming lives through learning Article 2 of the UNCRC: “You have the right to protection against discrimination.”

Participation in political literacy Transforming lives through learning What barriers are there to participation? Consider: Sexism and gender stereotypes Racism Gypsy/Travellers Sectarianism Homophobia / Transphobia Disability discrimination Learners with additional support needs Looked after children Poverty How do we make participation inclusive? Should we use affirmative action or positive discrimination to improve the chances of disadvantaged groups? What practical measures can we take to break down some of these barriers?

Participation in political literacy Transforming lives through learning “Through genuine participation in projects, which involve solutions to real problems, young people develop the skills of critical reflection and comparison of perspectives which are essential to the self-determination of political beliefs. The benefit is two-fold: to the self realization of the child and to the democratization of society.” (Hart irc.org/publications/pdf/childrens_participation.pdf) irc.org/publications/pdf/childrens_participation.pdf

Participation in political literacy Transforming lives through learning How good are our Pupil Councils and community partnerships? Schools and teachers recognise link between educating young people to become responsible citizens and a school's obligation to facilitate community engagement. But few saw the connection between this and the skills of political literacy. Over 60% of pupils stated that they had been involved in community activities. However, nearly one fifth of pupils felt they had been offered no opportunity to participate in the community.

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