Empowerment through co-determination and self-determination – participation as preventive child protection in cultural education

Children have the right to be taken seriously and to have their views and consent sought.

Janusz Korczak

Janusz Korczak’s (1878 – 1942) attitude towards the rights of children was far ahead of the prevailing views of childhood during his lifetime. Today, participation is a guiding principle of cultural education (cf. Braun and Schorn, 2012) and enshrined in the UN Convention on the Rights of the Child (UNICEF, n.d.). However, the implementation of participatory processes is often still challenging in practise. How can children make their own decisions and have a say? What role does participation play as a tool for prevention? And how can it be put into practise specifically in cultural education?

The image of the child and a question of power

The prevailing view of childhood in society and politics has changed: children are not only seen as needing protection and care but are also regarded as competent individuals with their own rights, needs and perspectives (cf. Braches-Chyrek, 2020; Beiner, 2008). Consequently, children are considered as agents in their own right, and education is understood as self-education (cf. Schäfer, 2011).

While children and adults are equal in dignity and value, children also have specific developmental needs. Adults therefore bear responsibility for providing protection, support and appropriate forms of participation in equal measure (Maywald, 2025). This responsibility sits at the intersection of the conflicting needs of protection and participation, and adults must act transparently and accountably in accordance with children’s rights and in the best interests and well-being of children (UN Convention on the Rights of the Child, Art. 3). The extent to which genuine self-determination and co-determination are possible in cultural education projects therefore depends largely on the attitudes and actions of cultural educators.

Although children are holders of their own rights, asymmetrical (power) dynamics often persist between them and adults (cf. Knauer, Sturzenhecker and Hansen, 2016; Wolff and Schröer, 2018; Liebel, 2023). Power should not be regarded as inherently negative (cf. Knauer, Sturzenhecker and Hansen, 2016), instead the question is how this power is exercised. Power also implies responsibility and opens up opportunities to question or actively shape one’s own assumptions of what is valuable or relevant (Winkelmann, 2019).

A critical stance towards power can help people to be mindful of their own role and create spaces for decisions that are made on an equal footing in terms of dignity and value (Regner and Schubert-Suffrian, 2018; Wolff and Schröer, 2018). Children need safe and reliable spaces where their rights are guaranteed and strengthened (Wolff and Schröer, 2018). Binding frameworks such as children’s rights and safeguarding policies are essential to make sure that this does not rely on the personal attitude of individual cultural educators.

It is therefore important to reflect on how cultural education practice can be structured and what is essential for working together in a way that is both democratic and sensitive to child safeguarding. When cultural education practitioners recognise children as equals and involve them in day-to-day decisions, it means they are sharing power and are already making an important contribution to prevention work. Participation thus becomes a basic necessity in creative projects.

Understanding participation

Schröder’s (1995) widely used definition of participation is based on a democratic understanding and encompasses three areas:

1. self-determination in decision-making processes that affect one’s own life,
2. co-determination through decisions concerning the lives and interactions of the community and hence of a group, and
3. joint negotiation processes aimed at finding solutions.

According to Prengel’s (2016: 9, 60) definition, the key aspects are listening to and engaging with children and ensuring that children are able to influence decisions.

Levels of participation

Participation can be divided into different levels of involvement (see Figure 1). The preliminary stages of participation are “being informed” and “being heard/involved”. Information should be presented in a child-friendly and transparent manner, and children’s ideas and needs should be listened to. Knowing what will happen in a dance, drama, or arts lesson gives the participating children and young people structure and a sense of security; it also already constitutes a core element of participation. This helps to reduce power imbalances caused by a knowledge advantage and should be applied to every cultural education project.

Solutions are found through exchanges of ideas and can be redefined every day. The most comprehensive form of participation is self-determination. A distinction is made between self-determination as a group (the group decides without adult influence) and self-determination as an individual.

The self-determination of each individual, and therefore children’s rights to self-determination, must be upheld at all times. Children and young people must be able to decide on their own basic needs, which should not be confused with mere wishes. This includes being allowed to use the toilet or have a drink at any time. A helpful cue for self-reflection may be to mentally apply the given situation to adults: would I stop an adult from doing the same thing in the same situation?

Democratic participation

Democratic participation (guided by democratic processes) provides a framework for establishing structures that ensure that children are listened to and involved in decision-making. These were trialled in the pilot project “Kinderstube der Demokratie“ [The Cradle of Democracy] (Knauer, Sturzenhecker and Hansen, 2016). They include methodologically appropriate participation structures using bodies such as a children’s conference or a children’s parliament, which are particularly appropriate for cultural education institutions, such as youth art schools or youth clubs. Democratic procedures such as voting (ibid) can be used at any time. Suitable options in cultural education projects include voting by a show of hands, using symbols such as marbles or stickers, or walking to one or the other side of the room. As a next step, a compromise can be sought through further discussions so as not to simply follow the decision of the majority. Establishing these structures requires time and willingness on the part of adults and other decision-makers.

A general provision that can be created in all cultural education projects is to set up a reporting system as part of participation. This relies on adults being receptive and also requires consistent implementation and, consequently, the establishment of relevant structures. It can be achieved through regular meetings to discuss feelings and give feedback at the start and end of a session, a reporting box, designated contacts, children’s and youth representatives, and children’s conferences and children’s parliaments.

Participation begins in the minds of adults

It is essential for all participatory creative activities to take children’s individual personalities, wishes and interests seriously and be open to joint negotiation processes (cf. Regner and Schubert-Suffrian, 2018: 21). Offering this personal and creative freedom does not mean acting randomly or adopting a laissez-faire approach. Cultural educators are responsible for a collaborative atmosphere within the project and also for providing the space necessary for self-determination, co-determination, negotiation processes and reflection. Creative processes can give ideas and inspiration using materials, tasks and questions and invite participants to enter into creative and aesthetic processes in a process-oriented and open-ended framework.

Children and young people experience a sense of commitment in participatory processes when they are met with openness, when they are listened to and when their creative expressions are taken seriously. Constructive discussions, including respectful disagreements, help them realise that their views matter. It is important in this context to tolerate moments where we do not understand something and then, through dialogue, try to grasp the genuine concerns and forms of expression of children and young people. This way they will be recognised as fully-fledged human beings and artists (cf. Arbeitsstelle Kulturelle Bildung NRW, 2023).

Children and young people experience a sense of commitment in participatory processes when they are met with openness, when they are listened to and when their creative expressions are taken seriously. Constructive discussions, including respectful disagreements, help them realise that their views matter.

Rahel Steffen

In summary, participation in everyday life requires an educational approach that is based on sensitivity, appreciation and a sense of responsibility on the part of adults (Prengel, 2016). It is closely related to children’s rights, which form the legal and ethical framework. The rights to participation (UN Convention on the Rights of the Child, Art. 12, 13, 17) and the fundamental principles of universality and indivisibility are of particular importance. Children are holders of their own rights, which can neither be taken away from them nor restricted.

Participation as preventive child protection

It has been shown that the deliberate and systematic dismantling of power asymmetries is a central aspect of preventive child protection. In this context, participation serves not only as a methodological tool for questioning and dismantling existing power structures but also helps children develop their sense of self.

Participation can strengthen children and young people’s self-efficacy, self-confidence and their ability to identify and communicate their own needs, feelings and boundaries. Through continuous participation and the experience that their boundaries, needs and the word “no” are respected by adults, a child finds appreciation and recognition and can develop a positive sense of well-being in life. This provides a basis for shaping one’s own life in a self-effective manner (cf. Lutz, 2016; Lehmann, 2023).

In participatory processes, children can also learn to respect other perspectives, make compromises and resolve conflicts non-violently. This strengthens social skills, promotes an understanding of responsibility and community, and actively contributes to the prevention of violence (cf. Maywald, 2015).

Participation also encourages adults to shift their perspective. They become more aware of children’s everyday lives and needs and can optimise institutional frameworks in line with an effective safeguarding policy. Participation thus not only empowers individuals but also brings about structural change.

Translation (english): Alex Emerson