Abstract:

In a society characterized by constant change and global challenges, such as that of sustainability, children and youth are also called upon to be critical agents and active participants in processes of change toward the creation of a more equitable world in which the voice of all, including the youngest, can find space to be heard (UN, 2015). However, the image of childhood offered by the Western world often tends to conceive children as in need of protection (Christensen, 2004) and adult care. This conception has given rise to situations in which children and youth are limited by adults in their decision-making possibilities and their innate attitude to be active in shaping their own lives (James, Prout, 1990), as competent subjects and citizens capable of taking responsibility (UN, 1989) in their communities (Malone, Hartung, 2010; Norõdahl, Einarsdottir, 2015). There is often evidence of low involvement of youth and children concerning participatory possibilities in community life (Zani, Cicognani, 2007), but citizenship does not materialize at a certain chronological moment through simple rites of passage: citizenship is the product of a process, based on a sense of belonging to a community (Williamson, 2005). If education wants to promote this process, as advocated by the Recommendations of the European Parliament (2018), it must enable children to develop citizenship skills through opportunities for participation in social life, starting with the participatory design of living places, characterized by a sense of belonging for those who live there (Ciaffi, Mela, 2006).

So, participatory planning should be extended to every context and with every age group (Kyttä, 2004) in order to enhance everyone's empowerment and agency, which is realized when young people can play an active and empowering role on issues that affect them closely.

A narrative literature review of empirical and theoretical studies has revealed that spaces and contexts often reflect adult ideals, in stark contrast to the places that children and youth prefer, highlighting an incongruence between adult conceptions and the desires and needs of youngsters (Rasmussen, 2004: Ward, 2018); therefore, in light of this evidence and in accordance with normative thrusts, it seems necessary to involve young people in the design and redevelopment of their living places, starting with a careful listening to their preferences, giving voice to those who normally do not have it, valuing the perspective of those who often play a marginal role in decision-making processes. Involving children in the design processes of their living contexts (Muñoz, 2009) allows them to conceive themselves as designers, playful creators, endowed with agency, able to make a meaningful contribution in their communities (Kangas et al. 2014).

In conclusion, the literature and international documents clearly show that children's early engagement in spaces’ design can form the basis of subsequent responsible attitudes and actions for sustainability (Nordén, Avery, 2020). In this way, the youngest’s views are taken into account, facilitating their participation at the highest levels that offer a constructive empowerment perspective (Shallcross, Robinson, 2007) and the exercise of active citizenship in democratic and sustainable contexts that welcome, listen to and value everyone's perspective.

Keywords:

Participation, agency, children and youth, citizenship, places.