Participation in art has become a prevalent and contested phenomenon since the 1990s. Artists have increasingly sought to create situations and events that invite spectators to become active participants, in dialogue both with their context and with each other. This reader charts a historical lineage and theoretical framework for this tendency, presented through the writings of artists, curators and philosophers from the late 1950s to the present--Publisher's description.
Participation in America represents the largest study ever conducted of the ways in which citizens participate in American political life. Sidney Verba and Norman H. Nie addresses the question of who participates in the American democratic process, how, and with what effects. They distinguish four kinds of political participation: voting, campaigning, communal activity, and interaction with a public official to achieve a personal goal. Using a national sample survey and interviews with leaders in 64 communities, the authors investigate the correlation between socioeconomic status and political participation. Recipient of the Kammerer Award (1972), Participation in America provides fundamental information about the nature of American democracy.
Enabling Participation provides a key reference work for health and education practitioners who wish to optimise outcomes for children, young people and families where there is an individual with a childhood onset neurodisability. By focusing on participation -- what is it, how to measure it and how to influence it – the book aims to support professionals to utilise the most recent developments in the field. Written in five parts, the book provides the reader with knowledge about the concept of participation; detailed understanding of how varying contexts influence participation outcomes; how to measure participation as an outcome and as a process; how to intervene to promote participation outcomes; and future directions and challenges. Chapters provide diverse examples of evidence-based practices and are enriched by scenarios and vignettes to engage and challenge the reader to consider how participation in meaningful activities might be optimised for individuals and their families. The book’s practical examples aim to facilitate knowledge transfer, clinical application and service planning for the future.
Providing easy-to-use alternatives to the “stand and deliver” approach to teaching that causes so many students to tune out--or even drop out--Total Participation Techniques presents dozens of ways to engage K–12 students in active learning and allow them to demonstrate the depth of their knowledge and understanding. The authors, Pérsida Himmele and William Himmele, explain both the why and the how of Total Participation Techniques (TPTs) as they explore the high cost of student disengagement, place TPTs in the context of higher-order thinking and formative assessments, and demonstrate how to create a “TPT-conducive classroom.” Readers will learn how to implement field-tested techniques they can use on the spot (e.g., Quick-Draws, Quick-Writes, Chalkboard Splash); with Hold-Up cards (e.g., True/Not True, Selected Response); with movement (e.g., Bounce Cards, Line-Ups, Simulations); and to guide note-taking and concept analysis (e.g., Picture Notes, 3-Sentence Wrap-Up, Debate Team Carousel). Each TPT is presented in four parts: * A descriptive overview * How It Works--step-by-step instructions for implementation * How to Ensure Higher-Order Thinking--ideas for advancing students beyond surface-level thinking * Pause to Apply--suggestions for how to adapt and personalize the technique for specific contexts and content areas Filled with examples from real classrooms, Total Participation Techniques is an essential toolkit for teachers at all levels and for administrators who want a model for analyzing lessons to ensure that they are relevant, engaging, and cognitively challenging.
Public participation is a vital part of constitution-making processes around the world, but we know very little about the extent to which participation affects constitutional texts. In this book, Alexander Hudson offers a systematic measurement of the impact of public participation in three much-cited cases - Brazil, South Africa, and Iceland - and introduces a theory of party-mediated public participation. He argues that public participation has limited potential to affect the constitutional text but that the effectiveness of participation varies with the political context. Party strength is the key factor, as strong political parties are unlikely to incorporate public input, while weaker parties are comparatively more responsive to public input. This party-mediation thesis fundamentally challenges the contemporary consensus on the design of constitution-making processes and places new emphasis on the role of political parties.
This analysis of how the ability to participate in society online affects political and economic opportunity finds that technology use matters in wages and income and civic participation and voting. Just as education has promoted democracy and economic growth, the Internet has the potential to benefit society as a whole. Digital citizenship, or the ability to participate in society online, promotes social inclusion. But statistics show that significant segments of the population are still excluded from digital citizenship. The authors of this book define digital citizens as those who are online daily. By focusing on frequent use, they reconceptualize debates about the digital divide to include both the means and the skills to participate online. They offer new evidence (drawn from recent national opinion surveys and Current Population Surveys) that technology use matters for wages and income, and for civic engagement and voting. Digital Citizenship examines three aspects of participation in society online: economic opportunity, democratic participation, and inclusion in prevailing forms of communication. The authors find that Internet use at work increases wages, with less-educated and minority workers receiving the greatest benefit, and that Internet use is significantly related to political participation, especially among the young. The authors examine in detail the gaps in technological access among minorities and the poor and predict that this digital inequality is not likely to disappear in the near future. Public policy, they argue, must address educational and technological disparities if we are to achieve full participation and citizenship in the twenty-first century.
In this important theoretical treatist, Jean Lave, anthropologist, and Etienne Wenger, computer scientist, push forward the notion of situated learning - that learning is fundamentally a social process. The authors maintain that learning viewed as situated activity has as its central defining characteristic a process they call legitimate peripheral participation (LPP). Learners participate in communities of practitioners, moving toward full participation in the sociocultural practices of a community. LPP provides a way to speak about crucial relations between newcomers and old-timers and about their activities, identities, artefacts, knowledge and practice. The communities discussed in the book are midwives, tailors, quartermasters, butchers, and recovering alcoholics, however, the process by which participants in those communities learn can be generalised to other social groups.
For every issue that arises on the legislative agenda, each member of Congress must make two decisions: What position to take and how active to be. The first has been thoroughly studied. But little is understood about the second. In this landmark book, a leading scholar of congressional studies draws on extensive interviews and congressional documents to uncover when and how members of congress participate at the subcommittee, committee, and floor stages of legislative decision making. Richard L. Hall develops an original theory to account for varying levels of participation across members and issues, within House and Senate, and across pre- and postreform periods of the modern Congress. By closely analyzing behavior on sixty bills in the areas of agriculture, human resources, and commerce, Hall finds that participation at each stage of the legislative process is rarely universal and never equal. On any given issue, most members who are eligible to participate forego the opportunity to do so, leaving a self-selected few to deliberate on the policy. These active members often do not reflect the values and interests evident in their parent chamber. A deeper understanding of congressional participation, the author contends, informs related inquiries into how well members of congress represent constituents' interests, what factors influence legislative priorities, how members gain legislative leverage on specific issues, and how well collective choice in Congress meets democratic standards of representative deliberation.
Calls for greater participation of those affected by development interventions have a long history. This expert reader explores the conceptual and methodological dimensions of participatory research and the politics and practice of participation in development. Through excerpts from the texts that have inspired contemporary advocates of participation, accounts of the principles of participatory research and empirical studies that show some of the complexities of participation in practice, it offers a range of reflections on participation that will be of interest to those new to the field and experienced practitioners alike. Bringing together for the first time classic and contemporary writings from a literature that spans a century, it offers a unique perspective on the possibilities and dilemmas that face those seeking to enable those affected by development projects, programmes and policies.
This book examines cultural participation from three different, but interrelated perspectives: participatory art and aesthetics; participatory digital media, and participatory cultural policies and institutions. Focusing on how ideals and practices relating to cultural participation express and (re)produce different "cultures of participation", an interdisciplinary team of authors demonstrate how the areas of arts, digital media, and cultural policy and institutions are shaped by different but interrelated contextual backgrounds. Chapters offer a variety of perspectives and strategies for empirically identifying "cultures of participation" and their current transformations and tensions in various regional and national settings. This book will be of interest to academics and cultural leaders in the areas of museum studies, media and communications, arts, arts education, cultural studies, curatorial studies and digital studies. It will also be relevant for cultural workers, artists and policy makers interested in the participatory agenda in art, digital media and cultural institutions.
