Schools of Participation

Schools of Participation

English

Problems and Purpose

Schools of Participation aim to address poverty, inequality and social exclusion through empowering disadvantaged communities and individuals. This is achieved through providing inclusive spaces for people to meet, share their experiences and most importantly, gain the skills needed to mobilise in the community and take action for effective change.

The approach is influenced by the work of Paulo Freire on popular education.

History

 

Originating Entities and Funding

Schools of Participation were developed in Manchester by the Community Pride Unit, part of the Church Action on Poverty. The Community Pride Unit seeks to effect poverty in Greater Manchester by tackling power inequality between those who live in the city and those who are in charge of it [1].

Participant Selection

Each school typically involves between 8-15 participants. Participants share a mutual disadvantage in their lives and past schools have included refugees and people seeking asylum, homeless men, people with sensory disabilities, Asian women and people with learning disabilities [2]. It is not clear exactly how participants are recruited individually but it seems to be the case that the schools are set up with the help of community organisations who presumably have a relationship with the specific groups involved.

Methods and Tools Used

Schools of Participation utilise a range of tools including:

  • group discussion
  • participatory exercises on power
  • building listening and communication skills
  • forum theatre

Deliberation, Decisions, and Public Interaction

Schools of Participation require a trained facilitator, although sessions should be led by participants. The process follows a participatory action and learning approach, which aims for a community to identify their needs and develop realistic plans of action.

Influence, Outcomes, and Effects

The immediate outcome for participants is the opportunity to build confidence and skills in listening and negotiating. The aim is that participants are more likely to get actively involved in their community through campaigns or other actions. It is hoped that people will also take these skills and enthusiasm back into the community. In the past, participants from Schools have gone on to work with the police and housing organisations, to work on issues that were raised and discussed during the School [2].

Analysis and Lessons Learned

 

Secondary Sources

[1] Community Pride (n.d.) About Us. Community Pride. Available at: http://www.communitypride.org.uk/?page_id=57

[2] Take Part (n.d.) Schools of Participation. Take Part. Available at: http://www.takepart.org/contentControl/documentControl/12740_schools%20o...

 

External Links

 

Notes

 

Case Data

Overview

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Location

Geolocation: 
Manchester
United Kingdom
GB
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History

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Ongoing: 
Yes
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Participants

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15
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Process

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Facilitation?: 
Yes
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Facetoface, Online or Both: 
Face-to-Face
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Organizers

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Resources

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