Learning Democracy by Doing Conference - Transformative ...

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CivicLearning&PoliticalEngagementthroughParticipatoryBudgetingPinnington&SchugurenskytheNSCataseriesofCityCouncilmeetings.Throughthislevelofinvolvement,sheindicatesthatshegainedanappreciationforthechallengesofmeetingawidevarietyofcommunityneedsthroughlimitedtax‐basedfunds.I’velearnedalot.Onceyouseebothsidesitmakesyoubetterabletolookatthingsinarealisticway.Ithinkit’sreallyeasytosaytheneighbourhoodgroupsarereallygreatandyoushouldgivethemmoremoney,butgoingtoCouncilIrealizedthatthere’stonsofotherworthycausesinthecity.Justbecauseneighbourhoodgroupsaregreat,doesn’tmeanthey[council]shouldautomaticallygiveusallkindsofmoney.MariewouldliketoseeaportionoftheCity’scapitalbudgetbeopenedtoparticipatoryprocess,assheseessignificantbenefitsforciviclearningthroughthisformofparticipation.“Ithinkhavingtogothroughboththeparticipatoryandthemunicipalbudgetprocessmakespeopleappreciatethingsmore…becausetheyunderstandwherethemoneycomesfrom,andwhodidanddidn’tgetfunding.”Sincetheinterview,MariehasintroducedPBtoherworkplaceatalocalhealthcentre,wherehersupervisorenthusiasticallysupportstheprocess.c) Negotiationskillsandconsensusdecisionmaking.Participantsindicatedthatconsensusdecision‐makingintheNSCparticipatorybudgetprocesswasakeytotheirlearning.Chuckexplains,“Yousitaroundthetableandyousay,‘Everybodyagree?’Andyougoaroundandpeoplesay‘yeah’‘yeah’‘yeah’andsomebodysays‘no’andthenyoutalkaboutsomemoreandkeeptalkingaboutituntilsuchtimeaseverybodyagreesthatthisisthething.”Reenadescribeshownegotiatingthebudgetbyconsensuschangedherviewofconflictbetweenherselfandothersusingtheirpowerincompetitionforthesameresources:Ilearnedthatbecauseofconsensus,Idon’thavetoagreewithyouandIhaveachoice.Icandisagreewithyouandthatstopseverything,orIcandisagreebutIwillholdmyopinion…inorderfortheprocesstocontinue.Ifit’ssomethingreallydrasticthatIreallyfeelstrongonthenIwillsay“no”buttokeeptheprocessmoving,Isimplydon’thaveanopinion.Andthat’ssomethingIdefinitelylearnedfromthis.Throughworkingtowardconsensus,individualsrepresentingdiverseneighbourhoodgroupsreportedthattheymadechoicesbasedonthebalancebetweentheirowngroups’needsandtheneedstheyheardfromothergroups.TheNSCTermsofReferenceindicatethatanexperiencedfacilitator,withnotiestoneighbourhoodgroups,facilitatetheirbudgetmeetings,inordertoworktowardmitigatingpowerimbalancesaroundthetable.ConsensusdeliberationsattheNSCtaketime.MinutesfromNSCbudgetmeetingsshowthatovertheyearsithasoftentakenseveralmeetings,overaperiodofmonths,forparticipantstocometoanagreementabouthowtoallocatefunds.d) Increasedknowledgeofrealitiesandneedsindiverseneighbourhoods.Inadditiontolearningabouttheparticipatorybudgetingprocess,NSCmembersalsoreflectedhighdegreesofchangearoundknowingtheneedsofcommunitymembersintheirownneighbourhoods(2.33),inotherneighbourhoods(2.11),andthoughslightlylower,the715
CivicLearning&PoliticalEngagementthroughParticipatoryBudgetingPinnington&Schugurenskyneedsofcityresidentsdifferentfromthemselves(racialized,ethnic,religiousobservances,socio‐economicstatus,abilities,etc.)(1.92).Karasays,“Ithinkmyknowledgeof[Guelphresidentswhoaredifferentfromme]wasalwaysfairlyhighbutitwasinanintellectualwayonly.Ithinkthroughthisprocessmyknowledgehasmovedmoreintoanunderstandingtoo.”EchoingKara’sdescriptionofmovingfromaperipheralknowingtomoreunderstandingofOthers’realities,Chucksaysthatthroughtheparticipatorybudgetingprocess:Whenyouhaveatremendousamountofpeoplefromoneethnicbackgroundmovingintooneareaandyoustarttoseeit.Youmightbedrivingdowntheroadandyou’reawareofitbutnotnecessarilytheproblemsthatcomewithit.So…theNSCisverygoodbecausenowyou’restartingtotalkandtoseewhatisgoingoninotherneighbourhoods.Andnowyouknowpeopleinthatareayoucangooutandvisit.Soit’sverygood.Itbecomesenlightening.Brianna,whodescribesherselfascomingfromahigher‐incomeneighbourhood,saysthatforher,participatingintheNSCopenedhereyestosocio‐economicrealitiesandneedsinotherpartsofthecity.Beforegettinginvolvedinparticipatorybudgeting,shesays,“Ihadverylittleknowledge.Imean,justfrompeopleIwouldmeetinmyownneighbourhood,whoareprettymuchinthesameeconomiclevelasmyselfIwouldsay.”Afterhavingbeenherneighbourhoodgroup’sdelegatetotheNSCFinanceCommittee,Brianna’sperspectivechanged.“Ireallylearnedalotabouttheneedsandwantsofothercommunitiesandhowtheystruggle.”Whereasherneighbourhoodgroupwasseekingfundsforcommunitybarbecuesandnewfurniturefortheiroffice,Briannalearnedthatforotherneighbourhoodgroups“Daycarewasabigthing.Children’sprogramswereabigthing.”e) Learningtoprioritizeallocationdecisionsbasedondialogue.WhiletheNSChasabroadmandate,membersagreethatanunwrittenpriorityismeetingbasicneedsofchildrenandfamiliesinthecommunity(i.e.food,shelter,clothing,humancontactandsupport).In2008,theNSCexpandedtoincorporatemoremembergroupsfrommidtohigher‐incomeareasinthecity.Duringthisexpansion,theFinanceCommitteeworkedthroughmanydiscussionsaboutwhetheraddressingthephenomenonofsocialisolationinhigherincomeareaswasasmuchofapriorityasmeetingthebasicneedsoflower‐incomefamilies.Throughtheirinterviews,residentsindicatedthattheparticipatorybudgetprocessforcedthemtoconsiderthechallengesofnegotiatinglimitedresourcestomeetmultipleneedsandpriorities(2.46).Thisquestionwasframedintheinterviewas‘findingthebalancebetweenwhatisgoodforyourownneighbourhood,andwhatyouhearotherneighbourhoodsneed.’Participants,especiallythosewhoidentifiedaslivingwiththerealitiesoflowincomes,reflectedthatthisnegotiationprocessdemandedagreatdealofpatience,asisoftenthecasewhenmarginalizedindividualsmustparticipateinthelearningprocessofmoreprivilegedindividuals(LopesandThomas,2006).Forexample,Kylesaidthatwhileshewaslisteningtoothercommunitymembersaskingforfunds,shewascountingthenumberofchildreninherneighbourhoodwhowouldnotgetdesperatelyneededprogramming.716
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TableofContentsIntroduction........
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EducaciónCiudadanaUniversitariaDem
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PoliticalPartiesasVoluntarySocialSe
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CivicLearningandPoliticalEngagement
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fromdifferentsectors,includingacade
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Section1:CitizenshipLearningandPart
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‘ActiveLearningforActiveCitizensh
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PapersubmittedtotheconferenceLearni
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LearningforDemocracy Crowther,Mart
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ParticipatoryDemocracyandtheRenewal
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Participación,PrácticasenSaludyPr
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LearningDirectDemocracybyParticipat
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CitizenshipParticipationandParticip
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DiscoursesofCommunityVerschelden,De
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AdvancingDemocracyandHappiness We
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Section2:LearningDemocracyinSchools
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AHistoricalReviewofCitizenshipEduca
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TeachingCitizenshipEducationinOntar
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DeliberativeMethodology MurilloCas
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OnBecominganActiveandParticipatoryC
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EducationalPolicyandChildren’sPar
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FromAuthoritarianSchoolstoDemocrati
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Students,Bricks,andMortar Conwayt
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Students,Bricks,andMortar ConwayO
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Students,Bricks,andMortar Conwayh
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Students,Bricks,andMortar Conway1
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TheQualityofEducationinPublicSchool
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StudentCouncilsatElementarySchoolsi
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BuildingDemocracyKriegerGrossi,Gerh
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TheTransferofHistoricalCriticalSk
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LaTecnologíaSocialdeMediación
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ConstruirCiudadaníadesdeelNivelIni
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LearningandPracticingDemocracy Pa
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LearningtoParticipate Scavino,Eli
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TheRoleofUNICEFinFosteringDemocrati
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Education,DemocracyandSocialJustice
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Section3:LearningDemocracyinHigherE
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LearningDemocracythroughDialogue
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TheCriticalPedagogyofUnderstandingh
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NowWhat? Child,Daly,Herbert,Hunt&
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DemocracyandCampusLife PereiraTheM
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DemocracyandCampusLife PereiraMajo
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DemocracyandCampusLife PereiraOneo
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DemocracyandCampusLife Pereiradete
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LaDemocratizaciónPedagógica Ribo
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MeaningfulRelationshipsinPostSeco
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Section4:LearningDemocracyinNonFo
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PoliticalLearningthroughWomen’sEx
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“ICanSeetheChange” Downes,Wils
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NonFormalCitizenshipEducationinCa
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GivingSpacetoParticipateandReflect
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EnablingActiveCitizenship Zivkovic
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FormaciónDemocrática Varguillas,
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IfIWerePresident JanzenInthesework
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IfIWerePresident JanzenItisveryimp
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IfIWerePresident JanzenTheworkshop
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FormacióndeCompetencias Báez,Var
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LasPolíticasParticipativas Carn
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LearningCivicEnvironmentalismbyDoin
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TheRootsofEngagedCitizenshipLearnin
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ParticipatoryDemocracyandEcojustice
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ProgramadeCapacitaciónyFormacióne
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TheStruggleofNGOsinPakistanforPro
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TheStruggleofNGOsinPakistanforPro
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HowandWhydoWomen’s/FeministsMovem
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DemocracyinSocialMovements Swordin
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DemocracyinSocialMovements Sword90
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DemocracyinSocialMovements Swordle
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DemocracyinSocialMovements Sword49
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Section6:LearningDemocracyinLocalCo
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PraxisandPlaceinFedUp Essex&Ruggle
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WorkplaceDemocracyandSolidarityDeve
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LearningDemocraticCitizenship Saga
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LearningInterculturalUnderstandingi
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MobilizingforDemocracythroughNurtur
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GrupoArteNuevodeParaguay Ovideorel
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GrupoArteNuevodeParaguay Ovideopre
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CitizenEngagementandElectionsinNige
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OpeningSpacesforAlternativeCitizens
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AprendiendoaTransgredirNormasDemocr
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DemocraticPracticesandTransitionalS
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Section7:LearningDemocracyinLocalan
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FromObjectstoSubjectstoParticipants
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TheVariableGeometryofParticipatoryB
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VariationsandEffectsofExperimentalD
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ParticipatoryDemocracyandPoliticalL
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Page 678 and 679: CivicLearninginStateSponsoredInst
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Page 692 and 693: Democracy,ParticipationandLearning
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Page 708 and 709: ConstruccióndeCiudadaníaDemocrát
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Page 760 and 761: Citizenship,GlobalizationandMigrati
Page 772 and 773: NorthSouthCitytoCityCooperati
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NorthSouthCitytoCityCooperati
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TheGlobalisationofCitizenship Ratn
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BetweenCitizenParalysisandPraxis D
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DemocraticAccountabilityinEducation
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