Participatory Planning Pedagogy – A Children’s Right to the City Initiative
Recorded in 2020
Author: Ildiko Gabriella Kovács M.ES. (Planning)
Publisher: Canadian Journal of Children’s Rights
Geographic Coverage: Worldwide
Type of Resource: Academic
Vulnerable groups: Children, Young People
Developed with children and young people? Not specified
Type of participation: Report
Availability: Open Access
Keywords: Child-Friendly Cities, Children’s Right to the City, Participatory Planning Pedagogy, Planning Pedagogy
This paper describes a Children’s Right to the City initiative of a Canadian provincial non-profit organization. The program and its underlying Participatory Planning Pedagogy (PPP) and curriculum follow a student-led and rights-based approach that builds upon global Child Friendly Cities scholarship. The goal of the program is two-fold: First, to uphold children’s participation rights in local decision-making by ensuring that young people’s perspectives are sought out and included in community planning initiatives, and second, to provide meaningful sustainability and citizenship education through participatory planning, and real-world local problem solving that promotes social change.
This paper outlines the PPP curriculum’s implementation in practice, present the underlying theories informing this work, and discuss benefits, challenges, and future potential of this children’s rights initiative.