Introduction

Sheridan (2018) explores the potential of Paulo Freire's critical pedagogy for youth participation practices in Scotland. Drawing on experiences from a youth-led project inspired by Freirean principles, she argues for moving beyond tokenistic engagement and fostering transformative participation for young people.

Methodology

• This chapter employs a qualitative and reflective approach, combining analysis of existing literature on Freirean pedagogy and youth participation with insights from a case study of the "Youth and Co" project in Scotland.
• The project involved young people co-designing and leading workshops on social justice issues, drawing inspiration from Freirean dialogue and critical reflection.
• Sheridan reflects on her own role as a facilitator and the project's impact on young participants.

Results

• Limitations of current practices: The chapter critiques traditional "consultative" or "informative" models of youth participation, arguing they often fall short of empowering young people or addressing systemic inequalities.
• Freirean principles in action: The "Youth and Co" project demonstrated the value of applying Freirean principles such as dialogue, problem-posing, and praxis in fostering transformative participation.
• Empowering outcomes: Young participants reported increased confidence, critical thinking skills, and agency to act on social justice issues, highlighting the project's impact on their personal and collective empowerment.

Conclusion

Sheridan argues that Freirean pedagogy offers a valuable framework for moving beyond tokenistic engagement and towards genuine youth participation that empowers young people to critically analyze their realities, challenge injustices, and actively contribute to positive social change.

Discussion

• Limitations: Acknowledges the challenges of replicating and scaling up such projects within complex social and institutional contexts.
• Future directions: Calls for further research exploring the long-term impacts of Freirean-inspired participation on young people and wider communities.
• Implications: This chapter offers valuable insights for practitioners, policymakers, and researchers working to create more meaningful and transformative youth participation initiatives grounded in critical pedagogy and social justice principles.

Overall

Sheridan's chapter provides a compelling case for adapting Freirean pedagogy to foster transformative youth participation in Scotland. By showcasing the potential for fostering critical consciousness, agency, and collective action among young people, this chapter contributes to ongoing discussions about achieving more equitable and empowering participation models for youth in diverse contexts.

This article was published as a chapter in 'Paulo Freire and transformative education: Changing lives and transforming communities'