Latino immigrants in civil society: Addressing the double-bind of participation for expansive learning in participatory budgeting
Latino immigrants in civil society: Addressing the double-bind of participation for expansive learning in participatory budgeting
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公民社会中的拉丁裔移民：解决参与式预算中广泛学习的参与双重束缚
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发表时间：
2020
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通讯作者：
José W. Meléndez
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作者：
José W. Meléndez
摘要背景作者讨论了一个深入的研究参与式预算过程中，芝加哥的第49区（PB 49），一个审议民主的过程中，所有的居民和想法被定位为平等的，依靠理性的论点，使市政资金分配的决定。这项研究记录了集体决策的做法，因为他们特别涉及主要讲西班牙语的拉丁美洲移民。方法利用扩展的文化-历史活动理论干预框架，研究了PB 49过程的两次迭代。作者结合了两种语篇分析方法来识别参与者在时间和事件中的学习，超越了个人的水平。结果-这项研究确定了时刻的系统性矛盾，无论是挑战或支持的包容性和参与的拉丁美洲参与者在PB 49的过程。调查结果揭示了在PB 49进程中多样化参与的双重束缚。贡献-研究表明，扩展性学习包括两个不同的水平-集体和系统级的学习-虽然它可以集体发生，而不会在系统级实现。该研究报告的持久影响，解决PB 49过程中的双重约束，通过创建一个新的活动结构/干预，西班牙语委员会，旨在支持拉丁美洲参与者的代理参与，这通过拉丁美洲参与者的索赔能力变得明显。
ABSTRACT Background The author discusses an in-depth study of the participatory budgeting process in Chicago’s 49th Ward (PB49), a deliberative democratic process in which all residents and ideas were positioned as equal, relying on rational arguments to make decisions about municipal funding allocations. The study documented collective decision-making practices as they related specifically to predominantly Spanish-speaking Latino immigrants. Methods Utilizing an expanded cultural-historical activity theory interventionist framework, the study examined two iterations of the PB49 process. The author combines two discourse analysis methods to identify participants’ learning over time and events, beyond the individual level. Findings The study identified moments of systemic contradictions that either challenged or supported the inclusion and engagement of Latino participants in the PB49 process. The findings revealed the double-bind of diversifying participation in the PB49 process. Contribution The study shows that expansive learning comprises two distinct levels—collective and system-level learning—though it can occur collectively without materializing at the system level. The study reports on the lasting impact of resolving the double-bind of the PB49 process through the creation of a new activity structure/intervention—a Spanish-Language Committee—designed to support the agentic participation of Latino participants, which became evident through Latino participants’ claims-making abilities.