Rachel Hinton - Academia.edu (original) (raw)
Papers by Rachel Hinton
Journal of Resources, Energy, and Development, 2005
Part One: Challenges and Opportunities * The Complexity of Inclusive Aid * Changing Power Relatio... more Part One: Challenges and Opportunities * The Complexity of Inclusive Aid * Changing Power Relations in the History of Aid * Reflections on Organizational Change * Part Two: Power, Procedures and Relationships * Who Owns a Poverty Reduction Strategy? A Case Study of Power, Instruments and Relationships in Bolivia * Questioning, Learning and 'Cutting Edge' Agendas: Some Thoughts from Tanzania * The Donor-Government-Citizen Frame as Seen by a Government Participant * Exploring Power and Relationships: A Perspective from Nepal * An International NGO's Staff Reflections on Power, Procedures and Relationships * 'If It Doesn't Fit on the Blue Square It's Out!' An Open Letter to My Donor Friend * The Bureaucrat * Part Three: The Way Forward * Shifting Power to Make a Difference * How Can Donors Become More Accountable to Poor People? * Minding the Gap through Organizational Learning * Personal Change and Responsible Well-Being * Enabling Inclusive Aid: Changing P...
Revista CIDOB d'Afers Internacionals, 2006
En este articulo las autoras exploran algunas de las implicaciones personales y organizativas que... more En este articulo las autoras exploran algunas de las implicaciones personales y organizativas que supone satisfacer las nuevas demandas de mayor transparencia y rendicion de cuentas en la ayuda al desarrollo. Ello exige cambios en las relaciones entre los diferentes actores del sistema de desarrollo internacional. La primera parte del trabajo se centra en como se conciben y comportan mutuamente los grupos de personas, es decir, en la dimension "personal" de la construccion de la relacion. En este sentido, se observa el papel que puede desempenar el agente de desarrollo individual para apoyar el cambio de las relaciones que exige la nueva agenda del desarrollo. En la segunda parte se examina como estan conectadas las personas a traves de sus organizaciones, asi como los mecanismos institucionales que puedan obstaculizar el desarrollo de unas relaciones de calidad, y tambien como estas pueden transformarse para satisfacer mejor las necesidades de la nueva agenda de reduccion...
Compare: A Journal of Comparative and International Education, 2020
A small research team has recently been scouring the global education landscape for examples of e... more A small research team has recently been scouring the global education landscape for examples of education projects that are working at scale to improve learning outcomes (Dubeck et al. 2019). They ...
Children and Young People’s Participation and Its Transformative Potential, 2014
This book explores the question of when and how children and young people’s participation can be ... more This book explores the question of when and how children and young people’s participation can be understood as transformative. Yet, this begs a host of questions — When are transformative forms of participation the actual aim? Transformative for whom? What are different ways that we can understand transformational processes and, in particular, how they involve participation? Why does participation so often not translate into the transformative experience expected?
Children and Young People’s Participation and Its Transformative Potential, 2014
Over the past 20 years, children and young people’s participation in decision-making has become p... more Over the past 20 years, children and young people’s participation in decision-making has become part of international, and often national, policy rhetoric. Participation activities have grown apace. These range from bringing children and young people to the international stage — for example, in person to the United Nations (UN) General Assembly Special Session on Children in 2002 or virtually at the International Labour Organization (ILO) and the III Global Conference on Child Labour in 2013 — to the (re)formation of institutional structures — for example, national children’s and youth parliaments, pupil councils in schools and youth forums in local government. Activities also include a host of one-off projects and events, such as conferences, arts-based installations and YouTube clips. Toolkits have proliferated, providing examples of how to engage children and young people productively. Practice has developed, so that participation facilitators use a range of methods — from social media, to ‘creative’ methods like murals or role play, to more traditional consultation and research techniques — to elicit children and young people’s views on matters that affect them. Never before have there been such formal support of children and young people’s participation and so many attempts to make it a reality.
Developing Focus Group Research
International Journal of Educational Development, 2015
The International Journal of Children's Rights, 2008
Children are an important stakeholder group; they constitute 34% of the world's citizens and ... more Children are an important stakeholder group; they constitute 34% of the world's citizens and their actions will determine our collective future. The UNCRC created consensus that children's views must be taken seriously. Yet their opinions have failed to inform the allocation of resources used in their name. Their views are rarely sought during scrutiny of government despite their valuable insights on the functioning of public institutions. This paper summarises the debates around children's participation and argues that there has been little dialogue across the academic fields. The long history of children's participation in the South is only starting to inform the new wave of attention to children as active citizens in the North. The paper poses questions as a catalyst for further debate: Why do theoretical frameworks fail children? What is the impact of the process of 'participation'? Are children who lack the networks and social capital being excluded?
The International Journal of Children's Rights, 2008
and Children's Rights Consultant Over the last decade, the rhetoric of participation has become p... more and Children's Rights Consultant Over the last decade, the rhetoric of participation has become prominent within policy and practice pertaining to children and young people, both in the UK and internationally. Th e UNCRC states that a child's views must be considered and taken into account in all matters aff ecting the child, subject to the child's age and maturity (Article 12). In line with this, an increasing number of governmental and non-governmental organisations (NGOs) are seeking to involve children and young people in 'public' decision-making: that is, collective decision-making about such matters as policy, services and strategies. As practice and policy have proliferated, tensions and challenges have been revealed. Even amongst the most ardent supporters of children and young people's participation, there are concerns about tokenism, lack of impact and consultation fatigue. Th eoretical work on children and young people's participation has not kept abreast of such challenges. Debates within the diff erent academic communities have rarely coincided and, to date, the UK and international literature have failed adequately to inform each other. While the limitations of participatory methods are often discussed, a host of important questions surrounding the precise nature, politics and ethical status of participation remain largely unasked and unanswered.
The ANNALS of the American Academy of Political and Social Science, 2001
The Myth of Community, 1998
Journal of Resources, Energy, and Development, 2005
Part One: Challenges and Opportunities * The Complexity of Inclusive Aid * Changing Power Relatio... more Part One: Challenges and Opportunities * The Complexity of Inclusive Aid * Changing Power Relations in the History of Aid * Reflections on Organizational Change * Part Two: Power, Procedures and Relationships * Who Owns a Poverty Reduction Strategy? A Case Study of Power, Instruments and Relationships in Bolivia * Questioning, Learning and 'Cutting Edge' Agendas: Some Thoughts from Tanzania * The Donor-Government-Citizen Frame as Seen by a Government Participant * Exploring Power and Relationships: A Perspective from Nepal * An International NGO's Staff Reflections on Power, Procedures and Relationships * 'If It Doesn't Fit on the Blue Square It's Out!' An Open Letter to My Donor Friend * The Bureaucrat * Part Three: The Way Forward * Shifting Power to Make a Difference * How Can Donors Become More Accountable to Poor People? * Minding the Gap through Organizational Learning * Personal Change and Responsible Well-Being * Enabling Inclusive Aid: Changing P...
Revista CIDOB d'Afers Internacionals, 2006
En este articulo las autoras exploran algunas de las implicaciones personales y organizativas que... more En este articulo las autoras exploran algunas de las implicaciones personales y organizativas que supone satisfacer las nuevas demandas de mayor transparencia y rendicion de cuentas en la ayuda al desarrollo. Ello exige cambios en las relaciones entre los diferentes actores del sistema de desarrollo internacional. La primera parte del trabajo se centra en como se conciben y comportan mutuamente los grupos de personas, es decir, en la dimension "personal" de la construccion de la relacion. En este sentido, se observa el papel que puede desempenar el agente de desarrollo individual para apoyar el cambio de las relaciones que exige la nueva agenda del desarrollo. En la segunda parte se examina como estan conectadas las personas a traves de sus organizaciones, asi como los mecanismos institucionales que puedan obstaculizar el desarrollo de unas relaciones de calidad, y tambien como estas pueden transformarse para satisfacer mejor las necesidades de la nueva agenda de reduccion...
Compare: A Journal of Comparative and International Education, 2020
A small research team has recently been scouring the global education landscape for examples of e... more A small research team has recently been scouring the global education landscape for examples of education projects that are working at scale to improve learning outcomes (Dubeck et al. 2019). They ...
Children and Young People’s Participation and Its Transformative Potential, 2014
This book explores the question of when and how children and young people’s participation can be ... more This book explores the question of when and how children and young people’s participation can be understood as transformative. Yet, this begs a host of questions — When are transformative forms of participation the actual aim? Transformative for whom? What are different ways that we can understand transformational processes and, in particular, how they involve participation? Why does participation so often not translate into the transformative experience expected?
Children and Young People’s Participation and Its Transformative Potential, 2014
Over the past 20 years, children and young people’s participation in decision-making has become p... more Over the past 20 years, children and young people’s participation in decision-making has become part of international, and often national, policy rhetoric. Participation activities have grown apace. These range from bringing children and young people to the international stage — for example, in person to the United Nations (UN) General Assembly Special Session on Children in 2002 or virtually at the International Labour Organization (ILO) and the III Global Conference on Child Labour in 2013 — to the (re)formation of institutional structures — for example, national children’s and youth parliaments, pupil councils in schools and youth forums in local government. Activities also include a host of one-off projects and events, such as conferences, arts-based installations and YouTube clips. Toolkits have proliferated, providing examples of how to engage children and young people productively. Practice has developed, so that participation facilitators use a range of methods — from social media, to ‘creative’ methods like murals or role play, to more traditional consultation and research techniques — to elicit children and young people’s views on matters that affect them. Never before have there been such formal support of children and young people’s participation and so many attempts to make it a reality.
Developing Focus Group Research
International Journal of Educational Development, 2015
The International Journal of Children's Rights, 2008
Children are an important stakeholder group; they constitute 34% of the world's citizens and ... more Children are an important stakeholder group; they constitute 34% of the world's citizens and their actions will determine our collective future. The UNCRC created consensus that children's views must be taken seriously. Yet their opinions have failed to inform the allocation of resources used in their name. Their views are rarely sought during scrutiny of government despite their valuable insights on the functioning of public institutions. This paper summarises the debates around children's participation and argues that there has been little dialogue across the academic fields. The long history of children's participation in the South is only starting to inform the new wave of attention to children as active citizens in the North. The paper poses questions as a catalyst for further debate: Why do theoretical frameworks fail children? What is the impact of the process of 'participation'? Are children who lack the networks and social capital being excluded?
The International Journal of Children's Rights, 2008
and Children's Rights Consultant Over the last decade, the rhetoric of participation has become p... more and Children's Rights Consultant Over the last decade, the rhetoric of participation has become prominent within policy and practice pertaining to children and young people, both in the UK and internationally. Th e UNCRC states that a child's views must be considered and taken into account in all matters aff ecting the child, subject to the child's age and maturity (Article 12). In line with this, an increasing number of governmental and non-governmental organisations (NGOs) are seeking to involve children and young people in 'public' decision-making: that is, collective decision-making about such matters as policy, services and strategies. As practice and policy have proliferated, tensions and challenges have been revealed. Even amongst the most ardent supporters of children and young people's participation, there are concerns about tokenism, lack of impact and consultation fatigue. Th eoretical work on children and young people's participation has not kept abreast of such challenges. Debates within the diff erent academic communities have rarely coincided and, to date, the UK and international literature have failed adequately to inform each other. While the limitations of participatory methods are often discussed, a host of important questions surrounding the precise nature, politics and ethical status of participation remain largely unasked and unanswered.
The ANNALS of the American Academy of Political and Social Science, 2001
The Myth of Community, 1998