كليدواژه :
ارزيابي مشاركتي روستا , توانمندسازي , ظرفيت سازي , مشاركت كودكان , حقوق كودك
چكيده فارسي :
تعريف پيوستگي و تعلق خانواده در فرهنگ ايراني به صورت متعارف چتري از حمايت را بر سر فرزندان مي گستراند كه مفهوم امني ت
لاجرم در سايه پهناور آن تبيين ميشود. حاصل اين حمايت گسترده گاه سبب مي شود كه ضرورت مشاركت كودكان در فر ايند
تصميم گيري به فراموشي سپرده شود. اما از آنجا كه مباني تعلق به محيط و سرزمين پيوند انكارناپذيري با ميزان مشاركت در ساخت آن
دارد، و با توجه به اين كه در صورت نقص يا تخريب يك زيستگاه، كودكان از آسيب پذيرترين اقشار ذينفع محسوب مي شوند،
ديدگاه هاي نوين پرورش، توانمندسازي جوامع بشري را موكول به ساخت و مديريتي مشاركتي مي دانند كه نوپايان عرص ه هاي اجتماعي
در آن نقش پررنگي داشته باشند. حق كودكان در شكل دهي به مكان زندگي شان از امور مسلمي است كه مورد توافق بين المللي است .
علاوه بر اين، دو مفهوم توانمندسازي و ظرفيت سازي، به مثابه دو بال، پيش نيازهاي غيرقابل انكار توسعه در تعاريف نوين آن هستند .
توانمندسازي بدون مشاركت همه رده هاي سني تعريفي ناقص خواهد داشت، و ط بيعت دورانديش مفهوم ظرفيت سازي اصولاً بر
مشاركت رده هاي سني پايين تر جامعه و آموزش پذيري كودكان استوار است. نوشته حاضر با تبيين مفهوم مشاركت در اين رده سني، و
معرفي شيوه ارزيابي مشاركتي در سكونتگاههاي روستايي، به بررسي و تحليل تجارب موجود در اين زمينه، ب ا ميزان متفاوت مشاركت
كودكان در بسترهاي مختلف مي پردازد.
پرسش هاي پژوهش
- مشاركت كودكان در توانمندسازي جوامع روستايي چه جايگاهي دارد؟
- با تكيه بر كدام مباني مي توان ساز و كارهاي مشاركت كودكان را تعريف كرد؟
- مشاركت در سكونتگا ههاي روستايي چگونه تعريف م يشود؟
چكيده لاتين :
The concept of child-friendly environment has been exhaustively discussed urban dialogue and even
realized in many urban settings in developed countries. Yet, neither the theory nor the practice of the
concept has reached rural settlements in most developing countries. The diversity of social setting and
cultural paradigms makes the generalization of the current urbanized definition of the concept to rural
society somewhat unproductive and even damaging. The definition of coherence and attachment in an
Iranian family usually spreads a shade of protection over the children, under which the substance of
security is justified. As a result, the need for children to take part in the burden of decision-making is often
considered irrelevant. However, since the foundations of place attachment is rooted in the active
participation in constructing and shaping of environment, and because any failing or destruction affects
the children first and foremost, new perspectives on empowerment dictates an overall social participation
in which children play an active and crucial role. Children’s right to shape their living environment is
explicitly agreed upon among all nations. Furthermore, the two concepts of empowerment and capacity
building act as two wings to the soaring concept of development. The definition of empowerment would
not be whole without the participation of all age groups within a society, and the prospective nature of
capacity building is based upon the participation of the youth and learning aptitude of children.On the
other hand, participation in rural setting is in itself a vague term in the lexicon of development; it usually
adds up to no more than manipulation of the low income in the society, or the hyperactive and
perfectionist demonstrations of the intellectuals. Instances of both these misconceptions of participation
can also be found in the practice of child participation throughout the world. Therefore, elucidating the
meaning of participation, and the description of methods of rural participation, along with the study of
levels of child participation are in order.For this purpose, the basics of Participatory Rural Appraisal
(PRR), as a scientific method that draws upon traditional knowledge and everyday rural life, is a secure
starting point to understand how professionals and scholars can appreciate and initiate participation in a
rural society. Subsequently, and based on the general categorization of child participation in Hart’s ladder,
a comparison can be made between the capacities of a child in this area and the prerequisites of rural
participation. Not surprisingly, there are evidences to show that self initiated instances of child
participation in planning, design, conservation, and post-disaster reconstruction of rural habitats are
parallel and even richer than adult involvement in many cases. In effect, if a society can encourage and
accept the idea of child-participation, the hope for total realization of participatory development is not far
out of reach. The present article aims to clarify the meaning of participation in childhood years.
Henceforth, through introducing the Participatory Rural Appraisal, it would analyse the experiences
related to child participation with different degrees of involvement and in different settings.
