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Partispace deliverable 7.2: Youth Participation Training Module

Percy-Smith, Barry; Thomas, Nigel; Becevic, Zulmir; Pitti Ilaria


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    <subfield code="u">Professor of Childhood and Youth Research and Co-Director of The Centre for Children and Young People's Participation, University of Central Lancashire</subfield>
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    <subfield code="u">PhD in Childhood Studies, lecturer and researcher at the Department of Social Work, University of Gothenburg.</subfield>
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    <subfield code="u">Post-doc fellow at the University of Bologna.</subfield>
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    <subfield code="u">Director of the Centre for Applied Childhood Youth and Family Research, University of Huddersfield. Previously worked with the SOLAR (Social and Organisational Learning as Action Research) Action research centre in Bristol.</subfield>
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    <subfield code="a">Partispace deliverable 7.2: Youth Participation Training Module</subfield>
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    <subfield code="a">Spaces and Styles of Participation. Formal, non-formal and informal possibilities of young people’s participation in European cities.</subfield>
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    <subfield code="a">&lt;p&gt;This module has been developed from the Partispace research on spaces and styles of youth participation, conducted in eight European cities between 2015 and 2018. The research was undertaken by a team led by Andreas Walther of Goethe University Frankfurt and funded by the European Union under the Horizon 2020 programme. The aim of the module is to use key findings from this ground-breaking project to support learning and development amongst youth workers and other practitioners working with young people, as well as students of youth policy and practice. In the research, we learned about the interaction between policy and practice at the local, national and European levels. We learned about the settings in which young people participate and the purposes of that participation. We learned about the kinds of young people who participate and the rich variety of ways in which they participate. We learned about how young people, and those working with them, understand participation, and how much that is different from the dominant &amp;lsquo;official&amp;rsquo; understandings. Above all, we learned about young people&amp;rsquo;s experiences of participation, and how those can be made better.&lt;/p&gt;</subfield>
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