Section 2- MYP Training

Section 2: Enabling Environment & Intergenerational Approaches

Video Introduction

Section 2: Enabling Environment & Intergenerational Approaches

Overview of Module Objectives

Section 2: Enabling Environment & Intergenerational Approaches

Did You Know?

Section 2: Enabling Environment & Intergenerational Approaches

Power & Decision Making

Section 2: Enabling Environment & Intergenerational Approaches

Introduction to Adultism

Section 2: Enabling Environment & Intergenerational Approaches

Task: Supporting Participation ?

Section 2: Enabling Environment & Intergenerational Approaches

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Section 2: Enabling Environment & Intergenerational Approaches

Taking your learning further

Let’s start with a quiz! Note down your guesses on a piece of paper then click on the location markers to find out the answers! What percentage of the population in each below region is below 30?

North America

Europe

South America

Africa

Asia

Australia

31.1 %

26.3 %

38.8 %

40.3 %

59.6 %

37.9 %

As we start section 2, try to keep the scale of these numbers in mind. Think about the % of people under 30 in this section. What type of world will they inherit? What would it look like if they helped to create it?

Task sheet: Mapping what makes a good supporter for Youth Participation?Download Activity Here

ENGLISH

FRENCH

SPANISH

ARABIC

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‘The success of these initiatives depends upon the redistribution of power, resources and, often, a collective re-design of existing processes and institutions. It also requires a reimagining of young people’s roles from mere participation, towards sharing positions of influence where they have the resources, recognition and power to generate transformative change’ WAGGGS Intergenerational Partnerships Learning Brief

Take It Further Options

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In section 1, we spoke about some rationales as to ‘why’ youth participation is important. These were: This section will do a deeper dive into ‘Empowerment’ and how participation is, fundamentally, about power and what the culture that supports Meaningful Youth Participation looks like.Quality and meaningful participation processes can bring power to groups of people, and shift and readdress power balances within society or structures.

Improved Outcomes

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This section will do a deeper dive into ‘Empowerment’ and how participation is, fundamentally, about power. Quality and meaningful participation processes can bring power to groups of people, and shift and readdress power balances within society or structures. This is supported by Hart’s Ladder and the Flower of Participation in their focus on decision-making power: Participation in decision-making is about the sharing and distribution of power – from and between those that typically control the process (adults) to those that seek to engage (children and young people). Meaningful youth participation involves the belief that children and young people are the experts in their own lives, have the right to participate and deserve decision-making power.

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Rights-Based

Empowerment

How do we, as adults, and as leaders of the Movement, share this power, and create space for participation and decision-making?How do we create this enabling environment? How do we share power, and create space?Before we dive into specific practices and methodologies of youth participation, we want to focus on power and bias. In the next section we will look at bias towards adults which discriminates against young people and children, which is a form of ageism often called ‘adultism’.

Children/Young People's Development

In this section, we focus on learning objective 2:

2. To increase knowledge of how to develop and/or improve young people’s participation within the Movement, and capacity-build girls and young women to participate To do so we’ll look at: Power & Decision Making Introduction to Adultism How to support Youth Participation

Behaviours and attitudes based on the assumption that adults are better than young people and entitled to act upon young people without their agreement.This mistreatment is reinforced by social institutions, laws, customs, and attitudes. Whilst it may be a ‘newer’ word, the concept is nothing new. It is something you experienced as child and young person, and likely have perpetuated as an adult. How many of the below have you heard? ‘

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Look back at these statements. How many of them have you, as an adult, actively said? We can see Adultism often built into the foundations of family, community, culture, and government. The powering and privileging of adulthood over youth, or the belief that by virtue of age, children and young people cannot be trusted to know what was right or best for them. We mentioned the United Nations Convention on the Rights of the Child (UNCRC) in the last section: even this was not co-authored by the children and young people they aimed to protect. Youth participation An essential ingredient in all recipes for social justice is self-determination: the ability to author your own life. To be the subject, rather than the object, of your life.

In this section, we have covered:

Why Intergenerational Partnerships are key to shifting our thinking, and achieving a girl-led movement

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How meaningful youth participation is about reimagining and sharing of power

What ‘Adultism’ means, and how we might have experienced this as young people and perpetuate this as adults

We encourage you to use the topic function to discuss what you have learnt and reflect on this section with your colleagues. At the end of each section, we have resources and ideas for you to take your learning from this section further. Click on the next page for the ‘Take it Further’ options.

An introduction to ‘Enabling Environments’ of Youth Participation, and the role of adults in challenging or championing youth participation and creating intergenerational partnerships.