Abstract
Experiments with children's planning in the European context indicate that, if the participation process is well‐structured, children and young people show striking competence in the analysis of environmental problems as well as in the formulation of new ideas. Many studies of children's participation are confined to a descriptive level. It is argued in the paper that the enhancement of children's participation in urban improvement, as that of adults, calls for a combination of normative and explanatory theories. Participatory projects also profit from an action‐research oriented design of implementation, based on a cogenerative learning model. This requires, in addition to traditional methods of data gathering and analysis, enabling techniques which assist in managing change and diversity of interests in terms of age, gender, class and ethnicity.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
