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Hart’s Ladder of Participation is a model that can be used when developing and working on youth participation projects. [5] It aims to enable young people to take an active part in decision making, and give them the opportunity to have a 'voice' in society.
Though not focused specifically on youth voice, Hart's Ladder of Participation provides an illustration of youth engagement—from the bottom rung of "manipulation" to the top rung where "decision making is shared between youth and adults working as equal partners."
Hart's research has focused on understanding the everyday lives of children and youth and, to this end, he has designed many participatory methodologies for working with young people. He has collaborated with others in the application of theory and research to the planning and design of children's environments and to environmental education .
She defines citizen participation as the redistribution of power that enables the have-not citizens, presently excluded from the political and economic processes, to be deliberately included in the future. [1] Robert Silverman expanded on Arnstein's ladder of citizen participation with the introduction of his "citizen participation continuum ...
The ladder of participation, which was theorised by the author Sherry Arnstein in 1996, provides an indication of the level of participation of citizen participation mechanisms. As explained by the organisation Organizing Engagement: "the Ladder of Citizen Participation is one of the most widely referenced and influential models in the field of ...
She advocates that government projects and planning processes should involve the forms of citizen participation that she places higher on the ladder. [42] Her critical assault has become influential on current theory and practice of citizen participation in urban planning and government programs, and is an important piece of the participatory ...
Legitimate peripheral participation (LPP) describes how newcomers become experienced members and eventually old timers of a community of practice or collaborative project. [1] LPP identifies learning as a contextual social phenomenon , achieved through participation in a community practice. [ 2 ]
Informal participation: Could happen in interpersonal relationships between employers and employees. Usually no fixed rules and specific contents are decided in advance. Employee ownership: Formal and indirect participation. Although subordinates have the chance to participate in decision-making, usually the typical employees cannot.