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CITIZEN EMPOWERMENT IN THE MANAGEMENT OF EDUCATION AT THE GR(10)

时间:2010-03-07 23:24来源:未知 作者:留学生作业 点击:
Other writers explore empowerment at different levels: personal (psychological), implying a sense of self confidence and capacity; relational, implying ability to negotiate and influence relationship

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Other writers explore empowerment at different levels: personal (psychological), implying a sense of self confidence and capacity; relational, implying ability to negotiate and influence relationship and decisions; and collective (Rowlands, 1997), which implies collective action to improve the quality of life in the community and to the connections among community organizations. However, organizational and community empowerment are not simply a “collection of empowered本站提供代写Essay代写Assignment,请联系QQ:949925041 individuals” (Perkins and Zimmerman, 1995: 571).

2.5 Linking the Arnstein’s ladder of citizen participation to the concept of empowerment
 


Arnstein (1969) constructed a model (the ladder of citizen participation) to explain the concept of participation. Her ladder of citizen participation was divided into eight rungs, ranging from non-participation (therapy and manipulation) to tokenism (informing, consultation, and placation) to citizen power (partnership, delegated power, and citizen control) as depicted in figure1. According to Arntein’s conception, Participation is not an absolute. Rather, it occurs on a continuum from lesser to greater participation. In this view, different scales of community participation exist. Through this ladder of citizen participation, empowerment can be explained as the highest form of citizen participation (rugs 6, 7, and 8).  When potential beneficiaries can also make key development decisions, participation becomes a self-initiated action and meaningful. This is what Arnstein refers to as ‘having the real power needed to affect the outcome of the process’ (Arnstein, 1969: 216).
Participation encompasses both weak and strong forms of citizens’ power with regard to decision making/control over their development. As illustrated in the typology of eight levels of citizen participation, each rung in the ladder denotes the degree of citizens’ power in decision making. With the first two rungs which Arnstein calls manipulation and therapy, there is no authentic participation but rather, the power holders use the participation theory to legitimate their domination over the citizens’ power over decision making.  This is what Bray terms as “the empty ritual of participation” (Bray, 1999:10). Basically, the two bottom rungs constitute the weakest form of citizen participation, which in practical terms may be regarded as ‘non-participation’. Under the ‘illusion’ of participation, citizens can be manipulated to form advisory committees or boards to serve their interests, while in practice, they perform ‘a mere rubber stamp role’ as they cannot influence the decision making process. Citizen participation of this type (in my opinion) is meant by the power holders to enhance public relations and to impress the international community especially, the donors.


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