Mogelijkheden en grenzen van de participatiepedagogiek: de ontwikkelingssamenwerking als voorbeeld

In educational theory and practice an increasing importance is given to the competence and responsibility of actors participating actively in problem solving and learning processes. The plea for the active participation of stakeholders involves two claims. The first claim is about an increasing democratisation and selfrealisation. In this sense the discourse of participation is political and intends to discuss power relations. The second claim is about greater efficiency and effectiveness: individual and collective needs can be satisfied better through a participatory approach. In the latter sense the discourse is instrumental. It is argued that in the context of the new work order, which establishes itself on an global scale, the political dimension of participation threatens to be totally resolved in the instrumental dimension. The example of development cooperation offers the opportunity to explore potentialities and limitations of the 'participatory turn'.