Educating Future Planners about Working with Children and Young People
Autor(a) principal: | |
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Data de Publicação: | 2017 |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://doi.org/10.17645/si.v5i3.974 |
Resumo: | Planning and urban design professionals should ensure they engage children/young people in their work so planning systems and strategic policy can be more inclusive of the needs and aspirations of children/young people. Yet practitioners do not necessarily view children/young people as legitimate stakeholders, and professionals do not necessarily have the skills to be inclusive. To shift current policy and practice, planners and designers need to be better educated so they can facilitate children’s/young people’s contributions as well as advocate effectively for systemic change. The UN Convention on the Rights of the Child and the UNICEF Child Friendly Cities provide legitimacy and direction for current and future professionals about why engagement with children/young people should be a fundamental part of professional practice. However, it’s important that students and practitioners learn how to engage with children/young people ethically. A key starting point is the way in which education is constituted as ethical practice when conducting research and engagement activities with children/young people. Lansdown’s (2011) requirements for ethical engagement are applied to reflexively evaluate the design and implementation of a university subject, delivered in Victoria, Australia, that trains future planners about how to work with children and young people. |
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Educating Future Planners about Working with Children and Young Peoplechildren; education; friendly city; young people; planning; urban designPlanning and urban design professionals should ensure they engage children/young people in their work so planning systems and strategic policy can be more inclusive of the needs and aspirations of children/young people. Yet practitioners do not necessarily view children/young people as legitimate stakeholders, and professionals do not necessarily have the skills to be inclusive. To shift current policy and practice, planners and designers need to be better educated so they can facilitate children’s/young people’s contributions as well as advocate effectively for systemic change. The UN Convention on the Rights of the Child and the UNICEF Child Friendly Cities provide legitimacy and direction for current and future professionals about why engagement with children/young people should be a fundamental part of professional practice. However, it’s important that students and practitioners learn how to engage with children/young people ethically. A key starting point is the way in which education is constituted as ethical practice when conducting research and engagement activities with children/young people. Lansdown’s (2011) requirements for ethical engagement are applied to reflexively evaluate the design and implementation of a university subject, delivered in Victoria, Australia, that trains future planners about how to work with children and young people.Cogitatio2017-09-26info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://doi.org/10.17645/si.v5i3.974oai:ojs.cogitatiopress.com:article/974Social Inclusion; Vol 5, No 3 (2017): Promoting Children’s Participation in Research, Policy and Practice; 195-2062183-2803reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPenghttps://www.cogitatiopress.com/socialinclusion/article/view/974https://doi.org/10.17645/si.v5i3.974https://www.cogitatiopress.com/socialinclusion/article/view/974/974Copyright (c) 2017 Julie Rudnerhttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessRudner, Julie2022-12-20T11:00:08Zoai:ojs.cogitatiopress.com:article/974Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T16:21:36.659662Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Educating Future Planners about Working with Children and Young People |
title |
Educating Future Planners about Working with Children and Young People |
spellingShingle |
Educating Future Planners about Working with Children and Young People Rudner, Julie children; education; friendly city; young people; planning; urban design |
title_short |
Educating Future Planners about Working with Children and Young People |
title_full |
Educating Future Planners about Working with Children and Young People |
title_fullStr |
Educating Future Planners about Working with Children and Young People |
title_full_unstemmed |
Educating Future Planners about Working with Children and Young People |
title_sort |
Educating Future Planners about Working with Children and Young People |
author |
Rudner, Julie |
author_facet |
Rudner, Julie |
author_role |
author |
dc.contributor.author.fl_str_mv |
Rudner, Julie |
dc.subject.por.fl_str_mv |
children; education; friendly city; young people; planning; urban design |
topic |
children; education; friendly city; young people; planning; urban design |
description |
Planning and urban design professionals should ensure they engage children/young people in their work so planning systems and strategic policy can be more inclusive of the needs and aspirations of children/young people. Yet practitioners do not necessarily view children/young people as legitimate stakeholders, and professionals do not necessarily have the skills to be inclusive. To shift current policy and practice, planners and designers need to be better educated so they can facilitate children’s/young people’s contributions as well as advocate effectively for systemic change. The UN Convention on the Rights of the Child and the UNICEF Child Friendly Cities provide legitimacy and direction for current and future professionals about why engagement with children/young people should be a fundamental part of professional practice. However, it’s important that students and practitioners learn how to engage with children/young people ethically. A key starting point is the way in which education is constituted as ethical practice when conducting research and engagement activities with children/young people. Lansdown’s (2011) requirements for ethical engagement are applied to reflexively evaluate the design and implementation of a university subject, delivered in Victoria, Australia, that trains future planners about how to work with children and young people. |
publishDate |
2017 |
dc.date.none.fl_str_mv |
2017-09-26 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://doi.org/10.17645/si.v5i3.974 oai:ojs.cogitatiopress.com:article/974 |
url |
https://doi.org/10.17645/si.v5i3.974 |
identifier_str_mv |
oai:ojs.cogitatiopress.com:article/974 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
https://www.cogitatiopress.com/socialinclusion/article/view/974 https://doi.org/10.17645/si.v5i3.974 https://www.cogitatiopress.com/socialinclusion/article/view/974/974 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2017 Julie Rudner http://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2017 Julie Rudner http://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Cogitatio |
publisher.none.fl_str_mv |
Cogitatio |
dc.source.none.fl_str_mv |
Social Inclusion; Vol 5, No 3 (2017): Promoting Children’s Participation in Research, Policy and Practice; 195-206 2183-2803 reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
instname_str |
Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
instacron_str |
RCAAP |
institution |
RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
collection |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository.name.fl_str_mv |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
repository.mail.fl_str_mv |
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1799130662824837120 |