Children's participatory budgets as a civic learning methodology. An exploratory study on the Spanish experience.
Abstract
The present research work aims to analyze, in an exploratory way, the main characteristics of child participatory budgets during 2019 in eight Spanish municipalities. The experiences of child budgeting are not very institutionalized. In general terms, when a participatory process is finished, all informational traces usually disappear. This study uses the comparative methodology with a theoretical framework based on Hart's participation ladder and democratic civic participation. Three hypotheses have been generated and, among the main preliminary conclusions. It stands out that in all the cases analyzed the educational and civic training component prevails, in which the guidance of teachers or facilitators is combined with child participation.
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