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De voorgeschreven studiestof voor het vak: Voice of Youth is de volgende literatuur:
 

Week 1: Introduction – An introduction to the voice of youth and key concepts: participation, agency, power, empowerment, citizenship, voice

The literature of this week consists of an introduction to the course, we will discuss several key concepts related to the Voice of Youth: youth participation, agency, power, empowerment, citizenship and voice. What is meant with these concepts? And why are they so important when discussing youth participation?

1. Barber, T. (2009). Participation, citizenship, and well-being: Engaging with young people, making a positive difference. Young, 17(25), 25-40. (15 pages)
2. Biggeri, M. (2015). Chapter 2 Education policy for agency and participation. In C. S. Hart, M. Biggeri, B. Babic, & C. Sedmak (Eds)., Agency and participation in childhood and youth: International applications of the capability approach in schools and beyond (pp. 44-62). Bloomsbury Publishing Plc. (18 pages)

3. de Winter, M. (1996). Chapter 1 The young: a generation full of problems. In M. de Winter, Children as fellow citizens (pp. 3-22). CRC Press. (18 pages)

Week 2: What are youth capable of?

Are youth capable to participate more in society? To what extent are they capable of making important decisions? These are questions that are asked in the readings for this week.

4. Steinberg, L., Cauffman, E., Woolard, J., Graham, S., & Banich, M. (2009). Are adolescents less mature than adults? American Pscyhologist, 64(7), 583-595. (12 pages)
5. Sercombe, H. (2014). Risk, adaptation and the functional teenage brain. Brain and Cognition, 89, 61-69.  (8 pages)

When you are interested to learn more about the development of youth engagement you can read the following optional reading:

Dawes, N. P., & Larson, R. (2011). How youth get engaged: Grounded-theory research on motivational development in organized youth programs. Developmental Psychology, 47(1), 259-269. (10 pages)

Week 3: Children’s’ rights

The lecture and the literature of this week will focus on children’s rights. What rights do children have in terms of participation? Among other things, the voice of children in parental divorce is being discussed. The question is being asked which role should, could and are children currently taking in important life decisions, such as a divorce?

6. Brand, C., Howcroft, G., & Normal Hoelson, C. (2017) The voice of the child in parental divorce: implications for clinical practice and mental health practitioners, Journal of Child & Adolescent Mental Health, 29(2), 169-178. (9 pages)
7. Emery, R. E. (2003). Children's voices: Listening and deciding is an adult responsibility. Arizona Law Review, 45(3), 621-628.   (7 pages)
8. Van Bijleveld, G. G., Dedding, C. W., & Bunders-Aelen, J. F. (2015). Children's and young people's participation within child welfare and child protection services: a state‐of‐the‐art review. Child & Family Social Work, 20(2), 129-138. (9 pages)

If you would like to learn more about children’s rights in family law proceedings, you can read this optional reading:

Mol, C.R. (2019). Children’s Representation in Family Law Proceedings - A Comparative Evaluation in Light of Article 12 of the United Nations Convention on the Rights of the Child. International Journal of Children's Rights, 27 (1), (pp. 66-98). (22 pages)

Week 4: Critical pedagogy

Critical pedagogy is a philosophy, introduced by Paolo Freire in 1968, with the goal to improve emancipation by stimulating the critical consciousness of people. Critical pedagogy views teaching as a political act promoting inequality in society. By being aware of this and stimulating the critical consciousness of people, people can be given a voice to together make this world a better place.  Critical pedagogy forms the base of a large variety of theories promoting emancipation and therefore also the emancipation and participation of youth. This week’s readings will give you more insights into the theories by Paolo Freire and ideas of his colleague Henry Giroux. Your lecturer of this week, Dr. Louise Sheridan, uses critical pedagogy to look at youth participation practices in Scotland, which gives you a great opportunity to see and application of Freire’s theory in a current debate about youth participation. In case you would like more information and explanation on critical pedagogy and the work of Freire and Giroux before the lecture we recommend you to watch some explanatory videos on YouTube (for example: https://www.youtube.com/watch?v=LCMXKt5vRQk&t=1s, https://www.youtube.com/watch?v=tyZEJHcY6q8) . 

9. Start the readings of this week by reading this chapter: Freire, P. (1970) Chapter 1 in P. Freire, Pedagogy of the oppressed (pp. 25 – 53). (28 pages)
10. Corney, T., Cooper, T., Shier, H. & Williamson, H. 2022, "Youth participation: Adultism, human rights and professional youth work", Children & society, vol. 36, no. 4, pp. 677-690. (13 pages)
11. Sheridan, L. (2018). Chapter 2: From Brazil with love youth participation practice in Scotland. In A. Melling, & R. Pilkington, Paulo Freire and transformative education: Changing lives and transforming communities (pp. 105-116). Palgrave Macmillan, UK. (11 pages)

Week 5: Models of youth participation

Over the past few years, young people across the world have inspired each other to join climate protests to call their governments to action. Who are these protesters and what motivates them? We will discuss climate activism in light of adolescents’ developmentally enhanced desire to establish autonomy and gain peer status.

12. Thomaes, S., Grapsas, S., van de Wetering, J., Spitzer, J., & Poorthuis, A. (under review). Green Teens: Understanding and promoting adolescents' sustainable engagement. (17 pages)

In this week different models for youth participation are being discussed. The authors of this week discuss two approaches: the social justice approach (Ginwright & Cammrota, 2002) and the culturally sustaining civic engagement pedagogy (Kuttner, 2016). The chapter by Micha de Winter (1996), which we read for Week 1, is also very relevant for this week’s theme.

13. Ginwright, S., & Cammrota, J. (2002). New terrain in youth development: The promise of a social justice approach. Social Justice, 29(4), 82-95. (13 pages)
14. Kuttner, J. (2016). Hip-hop citizens: Arts-based, culturally sustaining civic engagement pedagogy. Harvard Educational Review, 86(4), 527-555. (28 pages)

Week 6: Monitoring and evaluation of child/youth participation

An important theme we discuss in this course is the theme of ‘agency’, to what extent do youth have agency? In a day and age in which large parts of youth’s lives take place online we ask the question today: to what extent do youth have agency in their online social media worlds? We will go into this topic by learning more about the Filter bubble project. In the project we ask the question: to what extent are youth aware of the filtering of their online content? And are they aware of the possible influence of these so-called ‘filter bubbles’?

Today we will also participate ourselves in an activity to get out of our own ‘bubble’ by participating in an online dialogue with someone with a different opinion and ideas.  To what extent are we aware of our own ‘filter bubble’?

15. de Groot, T., de Haan, M., & van Dijken, M. (2023). Learning in and about a filtered universe: young people’s awareness and control of algorithms in social media, Learning, Media and Technology, 48(4), 701-713. (12 pages)

In our seminar we have a closer look into how we can monitor and evaluate youth participation. Hart (1992) developed a framework through which youth participation can be classified. Save the Children (2014) provides us with a practical guide for evaluating youth participation which could be of use in case you will work in a youth related field.

16. Hart, R. (1992). Children’s Participation from Tokenism to Citizenship. Florence: Innocenti Research Centre. (read page 9 to 15) (6 pages)
17. Save the Children. (2014). How to measure the scope, quality and outcomes of children's participation. London, UK: Save the Children.

Week 7. Youth participation in research

In today’s lecture Margot Peeters will presents her research on school stress and school dropout.  She will discuss the different perspectives on the same issue, the perspective of youth and of the professionals. She will also focus on how research can be translated into policy advise.

18. Kennedy, H., DeChants, J., Bender, K., & Anyon, Y. (2019). More than Data Collectors: A Systematic Review of the Environmental Outcomes of Youth Inquiry Approaches in the United States. American journal of community psychology, 63(1-2), 208–226. (16 pages)

Week 8: The voice of youth: some considerations on societal issues

In this week’s lecture Jolien van der Graaff focuses on how prosocial behavior and empathy develop during adolescence and young adulthood. She also discusses youth’s prosociality during hard times, like the COVID pandemic.

Padilla-Walker L. M. & Van der Graaff, J. (2023). Prosocial behavior during adolescence and the transition to adulthood. In L. Crockett, G. Carlo, & J. Schulenberg (eds.) APA Handbook of Adolescent and Young Adult Development. American Psychological Association. (9 pages)