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Young people's participation has gained a strong place on the agenda both within research, policies, social work and institutional contexts. This presentation focusses on youth participation within professionally facilitated frameworks. Youth participation has morphed into having multiple meanings and aims shaped by the structures and discourses in the local arenas and in society at large. While young people's right to be consulted is focal, other drivers shape how youth participation is conceptualized and practiced. One of the subtler, but nevertheless potent drivers can be named 'projectory regimes' (Boltanski & Chapello 2005) or 'planned engagement' (Thevenot 2016) and refers to the strong presence of managerial and planning logics. This presentation will look across three practice-based projects that aim to facilitate youth participation in change and decision-making on three different arenas: working with human rights in lower secondary school, developing local democracy in deprived neighborhoods and developing an application for youth out of psychiatric care. Across these three cases it will be explored how planning dynamics like managerial logics, timelines and product orientation affects how, for whom and to what aims these projects facilitate youth participation. Three tendencies are detected and discussed: the formation of 1. and 2. degree participants, the disembedding of the project activities from everyday practices and the focus on adhering to and developing programs and tools. Boltanski, L & Chiapello, E. (2005). The new Spirit of capitalism. VersoThevenot, L. (2008) Engagementsregimer, Roskilde Universitetsforlag

This article focuses on how the perceptions and functions of social communities in different social arenas change over the course of young people's transition processes. It considers the perspectives of 12 young Danes at different life stages and based on their narratives about family, educational, and leisure communities, we identify different categories of social communities, which are affected differently by young people's transition processes. On one axis some communities appear as taken-for-granted routine parts of the young people's lives, while others appear to be labor and maintenance demanding. On another axis, communities are perceived as either essential and as the backbone of the young people's lives or as more optional communities, which are nice to have but can be given up and replaced. Finally, we discuss how these findings correspond to the theories of change and continuity in the roles of communities.

Health promotion - and education researchers and practitioners advocate for more democratic approaches to school-based health education, including participatory teaching methods and the promotion of a broad and positive concept of health and health knowledge, including aspects of the German educational concept of bildung. Although Denmark, from where the data of this article are derived, has instituted policies for such approaches, their implementation in practice faces challenges. Adopting a symbolic interactionist analytical framework this paper explores and defines two powerful institutional rationales connected to formal and informal social processes and institutional purposes of schools, namely conservatism and Neoliberalism. It is empirically described and argued how these institutional rationales discourage teachers and students from including a broad and positive concept of health, the element of participation, and the promotion of general knowledge as legitimate elements in health education. This paper thus contains a perspective on health education practice, which, in a new way, contributes to explain the relatively slow progress of democratic approaches to school health education. ; Health promotion and education researchers and practitioners advocate for more democratic approaches to school-based health education, including participatory teaching methods and the promotion of a broad and positive concept of health and health knowledge, including aspects of the German educational concept of bildung. Although Denmark, from where the data of this article are derived, has instituted policies for such approaches, their implementation in practice faces challenges. Adopting a symbolic interactionist analytical framework this paper explores and defines two powerful institutional rationales connected to formal and informal social processes and institutional purposes of schools, namely conservatism and Neoliberalism. It is empirically described and argued how these institutional rationales discourage teachers ...

This book explores how young people across different European contexts participate in decision-making and foster changes on issues that concern them and their communities, giving new insights into discourses on young people as active citizens across Europe.