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| + | <div class="teaser-text">In light of the ideal form of participation, the crucial question for facilitators is how to support people to reach the top rungs of the ladder of participation, becoming effective leaders and empowered individuals with their social groups, communities and societies as a whole. Since the possibilities for participation are related to power, the fundamental didactical approach we promote is empowerment.</div> |
| − | <div class="teaser-text">[[File:Competendo-Empowerment.png | right | 200px]]In light of the ideal form of participation, the crucial question for facilitators is how to support people to reach the top rungs of the ladder of participation, becoming effective leaders and empowered individuals with their social groups, communities and societies as a whole. Since the possibilities for participation are related to power, the fundamental didactical approach we promote is empowerment.</div> | |
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| − | ==Definition== | + | <div class="methodpage-content"> |
| | <div class=left-box> | | <div class=left-box> |
| − | Empowerment is a process of promoting competences for public social activity, cooperative organization, and involvement in public decision-making. Self-empowerment is a process of acquiring these competences. | + | ===Empowerment=== |
| | + | Empowerment is a process of promoting competences for public social activity, cooperative organization, and involvement in public decision-making. |
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| | + | ===Self-empowerment=== |
| | + | A self-organised, often informal or non-formal, process of acquiring these competences. |
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| − | It deals with questions like:
| + | As an approach based on understanding power and power relations it deals with questions like: |
| | *How do you gain power? | | *How do you gain power? |
| | * How do you use power? | | * How do you use power? |
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| | On an individual level, empowerment is feeling, accepting, and using one’s individual power in terms of self-responsible independent action. In education and training it can be understood as a process of gaining competencies for public social activity, cooperative self-organization, and involvement in any public decision-making. | | On an individual level, empowerment is feeling, accepting, and using one’s individual power in terms of self-responsible independent action. In education and training it can be understood as a process of gaining competencies for public social activity, cooperative self-organization, and involvement in any public decision-making. |
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| − | ==Articles==
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| − | <div class=teaser-box>
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| − | [[File:Empowerment1.png | left | 120px]]
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| − | ===Power and Participation===
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| − | Empowerment in the context of Education for Democratic Citizenship and Human Rights Education has the goal to enable citizens for claiming their rights, acting in the public, involving in discussions or decision-making, and living and acting according to democratic values.
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| − | <div class="mw-collapsible mw-collapsed" data-expandtext="What's inside?">
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| − | *[[Power]]
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| − | *[[Participation]]
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| − | *[[Facilitation]]
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| − | *[[Cooperative Learning]]
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| − | </div>
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| | + | In this sense, not all empowerment is citizenship education. Many activities are the result of self-learning and self-organisation. But an understanding of empowerment as ''learning'' and of civic action as ''active learning'' might support these processes. |
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| + | In the context of competency-centered civic education, empowerment is a requirement and goal for participatory learning processes and trainings. |
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| − | ===Motivation===
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| − | [[File:Motivation.png | 140px | left]]Motivation is vital to self-directed learning, the intrinsic joy in doing well - when we want to achieve something for the resulting personal satisfaction alone. A person’s motivation corresponds to available resources and to his or her own personal needs: The key to intrinsic motivation is the achievement of ''self-actualization''.
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| − | <div class="mw-collapsible mw-collapsed" data-expandtext="What's inside?">
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| − | *[[FLOW Model]]
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| − | *[[Learning Zone Model]]
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| − | *[[Motivational Style]]
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| − | *[[Inspiration]]
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| − | *[[Start with "Why"]]
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| − | === [[Power]]===
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| − | [[File:Article.png | left]]Power is the ability to actively influence the decision-making capacity of an individual, a group, or a whole society and to affect the way relevant socio-political topics are discussed among citizens.
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| − | === [[Participation]]===
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| − | [[File:Article.png | left]] Participation refers to the different mechanisms people use to express their opinions and to influence the decision-making that takes place in different spheres (political, social, economic, etc.) and at different social levels.
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| − | <div class=teaser-box>
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| − | ===[[Facilitation]]===
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| − | [[File:Article.png | left]]Facilitating is a new understanding of the role of a teacher or instructor aligned to competency centered learning. Facilitators create the right conditions for individuals to form knowledge and skills in a self-directed way, according to their specific needs. Facilitation is perceived as a central aspect of empowerment.
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| − | === [[Cooperative Learning]]===
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| − | [[File:Article.png | left]]Empowerment equips participants with the competencies needed to make an impact in their communities as a group. Cooperative learning is an approach which supports this by encouraging group interaction in the learning process.
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| − | === [[Why do people get involved?]]===
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| − | [[File:Article.png | left]]Let’s face it: inspiring teachers, facilitators, and other people are not the only reason why students and participants get socially involved. People have many different reasons for working for the social good – psychological advantages, internalized values, social norms, or (in)direct profit.
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| | <hr class=boldline> | | <hr class=boldline> |
| | + | ==Participation and Empowerment in Education== |
| | + | Viewed through an empowerment lens, participation is measured by the extent to which learners are able to actively influence what is learned and how. In particular, it depends on their opportunities to self-organise, on opportunities to participate and negotiate, or on the relation between facilitators and learners. |
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| − | ==Motivation==
| + | In the ideal both would negotiate and agree commonly about the learning process, which implies that facilitators should have a clear understanding of themselves as supporters (helping learners to act autonomously including increasing their self-competence). |
| − | Motivation is vital to self-directed learning, the intrinsic joy in doing well - when we want to achieve something for the resulting personal satisfaction alone. A person’s motivation corresponds to available resources and to his or her own personal needs: The key to intrinsic motivation is the achievement of ''self-actualization''.
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| − | <div class="mw-collapsible mw-collapsed" data-expandtext="What's inside?">
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| − | <div class=teaser-box>
| + | As such they are not learners and have specific responsibility and influence (power critical self-reflection, accountability). On the other hand participatory facilitation requires facilitators perceiving themselves and acting as equal partners to learners (horizontal collaboration). |
| − | ===[[FLOW Model| FLOW: Dynamic Balance of Challenges and Abilities]]===
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| − | [[File:Article.png | left]] When Self-actualization relates directly to learning this is an incredible feeling. In some situations people encounter great excitement when they leave their comfort zones and face new challenges - a flow.
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| − | </div>
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| | + | <div class=left-box> |
| | + | ===Articles: === |
| | + | * [[Constructive Relation]] - between facilitators and learners |
| | + | * [[Cooperative Learning]] - creating cooperative settings |
| | + | * [[Learning to Learn]] - addressing self competence and learners' autonomy |
| | + | * [[Participation]] - levels of participation |
| | + | * [[Power]] - power dimensions |
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| − | <div class=teaser-box>
| + | ===Further Reading: === |
| − | ===[[Learning Zone Model]]=== | + | * Calvès, Anne-Emmanuèle. (2009). [https://www.researchgate.net/publication/282978215_Empowerment_The_History_of_a_Key_Concept_in_Contemporary_Development_Discourse Empowerment: The History of a Key Concept in Contemporary Development Discourse]. Revue Tiers-Monde. 200. |
| − | [[File:Article.png | left]]Becoming an active individual is an intense emotional process. On the one hand, it’s playful and inspiring; on the other it’s connected to feelings such as uncertainty, anxiety, disappointment, and sometimes frustration. Empowerment prepares learners for facing the positive and negative aspects of becoming active, self-responsible, or exposing themselves toward the public. | |
| | </div> | | </div> |
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| − | <div class="teaser-box">
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| − | === [[Motivational Style]]===
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| − | [[File:Article.png | left]] Facilitators and their participants have personal preferences that influence their motivation. Michael J. Apter has identified specific motivational profiles and advocates for consciously experiencing a big variety of different motivations which makes people become more resilient against de-motivation.
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| − | <div class=teaser-box> | + | <div class="methodpage-infos"> |
| | + | <hr class=simpleline> |
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| − | ===[[Inspiration]]=== | + | ===Related:=== |
| − | [[File:Article.png | left]] Teachers and facilitators already have the potential and capacity to inspire others without needing to make much additional effort or start new projects. Let’s take a closer look at the various possibilities. | + | *[[What Competency-based learning is... ]] |
| − | </div>
| + | <hr class=simpleline> |
| − | | + | ===Also interesting:=== |
| − | <div class=teaser-box>
| + | *[[Power]] |
| − | ===[[Start with "Why"]]===
| + | *[[Participation]] |
| − | [[File:Article.png | left]] The way that we talk about our initiatives or projects is another way to be inspirational and motivational without being explicit. When people talk about their work, they usually start by answering the question, “What do I do?” and “How am I different from others?” More important ist to get to the core question, “Why am I doing this?”
| + | *[[Project Inspiration]] |
| − | </div>
| + | *[[Online Participation]] |
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| − | <div class="right-column-contentinner">
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| − | ===Navigation:=== | |
| − | [[File:back.gif | back to the main section]] [[Understanding]]
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| − | * [[What is competency-based learning?]]
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| − | * [[Empowerment]]
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| − | *[[Group-related and Interpersonal Aspects]]
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| − | *[[Glossary]]
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| − | <!--
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| − | *[[Empowerment]]
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| − | **[[Power]]
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| − | **[[Participation]]
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| − | **[[Facilitation]]
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| − | **[[Cooperative Learning]]
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| − | **[[FLOW Model]]
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| − | **[[Learning Zone Model]]
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| − | **[[Motivational Style]]
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| − | **[[Inspiration]]
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| − | **[[Start with "Why"]]
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| − | -->
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| | <hr class=simpleline> | | <hr class=simpleline> |
| − | <div class=right-box>Empowerment is a process of gaining competencies for public social activity, cooperative self­organization and involvement in any public decision-making.
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| − | [[File:Power1.png | 250px]]
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| − | </div>
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| | </div> | | </div> |
| | __NOTOC__ | | __NOTOC__ |
In light of the ideal form of participation, the crucial question for facilitators is how to support people to reach the top rungs of the ladder of participation, becoming effective leaders and empowered individuals with their social groups, communities and societies as a whole. Since the possibilities for participation are related to power, the fundamental didactical approach we promote is empowerment.
Empowerment
Empowerment is a process of promoting competences for public social activity, cooperative organization, and involvement in public decision-making.
Self-empowerment
A self-organised, often informal or non-formal, process of acquiring these competences.
As an approach based on understanding power and power relations it deals with questions like:
- How do you gain power?
- How do you use power?
- How do you shape power relations?
- How can you influence socially relevant conversations and decisions?
On an individual level, empowerment is feeling, accepting, and using one’s individual power in terms of self-responsible independent action. In education and training it can be understood as a process of gaining competencies for public social activity, cooperative self-organization, and involvement in any public decision-making.
In this sense, not all empowerment is citizenship education. Many activities are the result of self-learning and self-organisation. But an understanding of empowerment as learning and of civic action as active learning might support these processes.
In the context of competency-centered civic education, empowerment is a requirement and goal for participatory learning processes and trainings.
Participation and Empowerment in Education
Viewed through an empowerment lens, participation is measured by the extent to which learners are able to actively influence what is learned and how. In particular, it depends on their opportunities to self-organise, on opportunities to participate and negotiate, or on the relation between facilitators and learners.
In the ideal both would negotiate and agree commonly about the learning process, which implies that facilitators should have a clear understanding of themselves as supporters (helping learners to act autonomously including increasing their self-competence).
As such they are not learners and have specific responsibility and influence (power critical self-reflection, accountability). On the other hand participatory facilitation requires facilitators perceiving themselves and acting as equal partners to learners (horizontal collaboration).
Articles:
Further Reading:
Related:
Also interesting:
