Reading Materials

Module 2
1.
Including Public in Policy
(জননীতির জনগণ)

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Table of Contents
1 Equality 3

2 Democracy 3

2.1 All people are equal (Democracy and Equality) 3

2.2 UNSDG 4

3 Inequality in society 4

4 Different kinds of people 5

4.1 Diversity 5

4.2 Religious Diversity 6

4.3 Gender Diversity 6

4.4 Ethnic Diversity 6

5 Youth Participation in Public Policy 7

6 Reference 8

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The module objective is to introduce the concepts of Equality and Diversity. The
module also emphasizes public participation of the youth specifically. Thus, these
following readings will help in understanding the topics.

1 Equality
Equality is about ensuring that every individual has an equal opportunity to make the most of their lives
and talents. It is also the belief that no one should have poorer life chances because of the way they were
born, where they come from, what they believe, or whether they have a disability. Equality recognizes
that historically certain groups of people with protected characteristics such as race, disability, sex and
sexual orientation have experienced discrimination. Equality is not always about treating everyone the
same – it is about treating people in such a way that the outcome for each person can be the same. This
means putting things in place to support people to achieve similar outcomes.

2 Democracy
The word democracy comes from the Greek words "demos", meaning people, and "kratos" meaning
power; so democracy can be thought of as "power of the people": a way of governing which depends on
the will of the people.

There are so many different models of democratic government around the world that it is sometimes
easier to understand the idea of democracy in terms of what it definitely is not. Democracy, then, is not
autocracy or dictatorship, where one person rules; and it is not oligarchy, where a small segment of society
rules. Properly understood, democracy should not even be "rule of the majority", if that means that
minorities' interests are ignored completely. A democracy, at least in theory, is the government on behalf
of all the people, according to their "will". (Compass Manual for Human Rights Education with Young People,
2012).

2.1 All people are equal (Democracy and Equality)

Democratic equality is the idea that one requirement of treating persons as equals is that all citizens ought
to be treated as equal citizens. If social and political inequalities undermine relations of equal citizenship,
then such inequalities are unjust according to democratic equality. For example, democratic equality may
require that all citizens enjoy equal basic liberties and that inequalities of wealth and income be kept

within limits. Some philosophers have argued that international society resembles domestic society and
that, for this reason, conceptions of justice appropriate to domestic society – including democratic
equality – ought also to apply to international society.

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2.2 UNSDG
At the global level, the UNSDG serves as a high-level forum for joint policy formation and decision-making.
It guides, supports, tracks and oversees the coordination of development operations in 162 countries and
territories.

The UNSDG meets twice a year under the chairmanship of Deputy Secretary-General Ms. Amina J.
Mohammed, who chairs the UNSDG on behalf of the UN Secretary-General. The UNDP Administrator, Mr.
Achim Steiner, serves as Vice-Chair of the Group. The Development Coordination Office (DCO) serves as
the Secretariat of the Group.

The Group is composed of the executive heads of UNSDG member entities. The UNSDG Vice-chair also
convenes the UNSDG Core Group comprised of DESA, FAO, ILO, IOM, OHCHR, UNDP, UNEP, UNESCO,
UNFPA, UNHCR, UNICEF, UN Women, WFP, WHO and the rotating chair of the Regional Economic
Commissions (UN Sustainable Development Group, n.d.).

3 Inequality in society
Social inequality is characterized by the existence of unequal opportunities and rewards for different
social positions or statuses within a group or society. It contains structured and recurrent patterns of
unequal distributions of goods, wealth, opportunities, rewards, and punishments.

Racism, for example, is understood to be a phenomenon whereby access to rights and resources is unfairly
distributed across racial lines. In the context of the United States, people of color typically experience
racism, which benefits white people by conferring on them white privilege, which allows them greater
access to rights and resources than other Americans.

There are two main views of social inequality within sociology. One view aligns with the functionalist
theory, and the other aligns with conflict theory.

● Functionalist theorists believe that inequality is inevitable and desirable and plays an important
function in society. Important positions in society require more training and thus should receive
more rewards. Social inequality and social stratification, according to this view, lead to a
meritocracy based on ability.
● Conflict theorists, on the other hand, view inequality as resulting from groups with power
dominating less powerful groups. They believe that social inequality prevents and hinders societal
progress as those in power repress the powerless people to maintain the status quo. In today's
world, this work of domination is achieved primarily through the power of ideology, our thoughts,
values, beliefs, worldviews, norms, and expectations, through a process known as cultural
hegemony (Crossman, Ashley.2021, February 16)

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4 Different kinds of people
4.1 Diversity
The concept of diversity encompasses acceptance and respect. It means understanding that each
individual is unique, and recognizing our individual differences. These can be along the dimensions of race,
ethnicity, gender, sexual orientation, socio-economic status, age, physical abilities, religious beliefs,
political beliefs, or other ideologies. It is the exploration of these differences in a safe, positive, and
nurturing environment. It is about understanding each other and moving beyond simple tolerance to
embracing and celebrating the rich dimensions of diversity contained within each individual.

Diversity is a reality created by individuals and groups from a broad spectrum of demographic and
philosophical differences. It is extremely important to support and protect diversity because by valuing
individuals and groups free from prejudice and by fostering a climate where equity and mutual respect
are intrinsic, we will create a success-oriented, cooperative, and caring community that draws intellectual
strength and produces innovative solutions from the synergy of its people.

"Diversity" means more than just acknowledging and/or tolerating difference. Diversity is a set of
conscious practices that involve:

● Understanding and appreciating interdependence of humanity, cultures, and the natural

environment.
● Practicing mutual respect for qualities and experiences that are different from our own.
● Understanding that diversity includes not only ways of being but also ways of knowing;
● Recognizing that personal, cultural and institutionalized discrimination creates and sustains
privileges for some while creating and sustaining disadvantages for others;
● Building alliances across differences so that we can work together to eradicate all forms of
discrimination.

Diversity includes, therefore, knowing how to relate to those qualities and conditions that are different
from our own and outside the groups to which we belong, yet are present in other individuals and groups.
These include but are not limited to age, ethnicity, class, gender, physical abilities/qualities, race, sexual
orientation, as well as religious status, gender expression, educational background, geographical location,
income, marital status, parental status, and work experiences. Finally, we acknowledge that categories of
difference are not always fixed but also can be fluid, we respect individual rights to self-identification, and
we recognize that no one culture is intrinsically superior to another.

In a nutshell, it’s about empowering people by respecting and appreciating what makes them different,
in terms of age, gender, ethnicity, religion, disability, sexual orientation, education, and national origin
(Definition for Diversity, n.d.).

4.2 Religious Diversity

Religious diversity is the fact that there are significant differences in religious belief and practice. It has
always been recognized by people outside the smallest and most isolated communities.
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4.3 Gender Diversity
Gender Diversity refers to the extent to which a person's gender identity, role, or expression differs from
the cultural. norms prescribed for people of a particular sex.

4.4 Ethnic Diversity

Ethnicity is identity related to a specific cultural or national tradition. Ethnic diversity, then, refers to the
presence of people from a variety of cultural and ethnic backgrounds or identities.

Ethnic diversity can influence people by:

● Affecting their value systems

● Governing their traditions and religious beliefs
● Causing conflicts with others
● Impacting their perspectives on child rearing and educatio

5 Youth Participation in Public Policy

Youth participation in policy-making processes is an action-oriented process involving young people in
institutions, initiatives and decisions, and affording them control over resources that affect their lives
(World Bank, 1994). Youth participation “includes efforts by young people to organize around issues of
their choice, by adults to involve young people in community agencies, and by youth and adults to join
together in intergenerational partnerships” (Checkoway, 2011). This toolkit focuses on participation in
policy-making processes via youth associations (often designated “informal participation”), which stand
in contrast to traditional avenues of civic participation (e.g. voting and party affiliation).

Legally, youth participation is often described as a “cluster” of rights (United Nations Children’s Fund
[UNICEF], 2003). The United Nations Convention on the Rights of the Child refers to participation as young
people’s i) right to freely express their views (Article 12); ii) freedom to seek, receive and impart
information (Article 13); iii) freedom of thought, conscience and religion (Article 14); and iv) freedom of
association and peaceful assembly (Article 15). Often, participation and civic engagement are used
interchangeably. “Civic engagement allows people to express their voice and to contribute to the political
functioning of their society” (OECD, 2011). However, active participation in politics is not an indispensable
prerequisite for civic engagement; the form of civic engagement differs depending on the subject and
individuals involved.

Youth participation can benefit young people’s skills development, self-perception as a citizen, as well as
policy design and implementation. First, youth participation fosters transferable non-cognitive skills and

competences. Civic participation promotes young people’s “personal development, and provides them
with substantive knowledge and practical skills” (Checkoway, 2011). Connecting with peers through active
engagement allows young people to build social capital, an important competency for joint actions which
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allow achieving objectives usually beyond a single individual’s reach (OECD, 2014). Second, young people
who feel that their views and needs are being included and respected develop a positive sense of self-
awareness and identity, which increases resilience and well-being (United Nations Educational, Scientific
and Cultural Organization [UNESCO], 2012). Through participation, young people learn to process
information and build decision-making abilities. It also allows young people to understand better how
government bodies work and increases public transparency and thus accountability. An improved
understanding of the political and administrative machinery helps to create trust in public authorities

(OECD, 2011). Third, policy makers can improve programme design and implementation by incorporating
information provided by young people. Furthermore, participation increases the ownership of policies
and initiatives, which is an important factor for their success (OECD, 2011).

The main barriers to youth participation are social, economic and institutional in nature. First, the
prevailing societal attitude towards young people is often that they are troubled and troubling, which
gives justification to “act upon them without their agreement” (Checkoway, 2011). Youth agendas set by
adults who hold this opinion might focus on young people’s shortcomings and problems rather than invest
in youth’s potential as a positive source of change. Discrimination based on other factors, such as gender,
disability, ethnicity, sexual orientation, religion or even age, can also be a barrier to participation. Second,
income inequality restricts participation. Voluntary non-remunerated engagement of young people
requires time, but time always has opportunity costs. When engaging civically, young people forego the
opportunity of pursuing a paid activity. Not all young people can afford this, resulting in the involuntary
exclusion of poorer young people, which distorts the representativeness of the active youth. Financial
constraints also endanger the sustainability of youth associations. Third, employees of public institutions
can lack the will or the knowledge to involve young people in processes effectively. Furthermore, there
can be conflicts with the organizational culture (e.g. a very formal setting not apt for young people) and
procedures (e.g. the final steps of policy design and planning may be behind closed doors). (OECD, 2017)

6 Reference
Compass Manual for Human Rights Education with Young People. (2012). Retrieved from Council of
Europe: https://www.coe.int/en/web/compass/democracy

UN Sustainable Development Group. (n.d.). Retrieved from United Nations:

https://unsdg.un.org/about/who-we-are

Crossman, Ashley. (2021, February 16). The Sociology of Social Inequality. Retrieved from
https://www.thoughtco.com/sociology-of-social-inequality-3026287

Definition for Diversity. (n.d.). Retrieved from QUEENSBOROUGH COMMUNITY COLLEGE:

https://www.qcc.cuny.edu/diversity/definition.html

OECD. (2017, Oct 17). Chapter 8. Engaging youth in policy-making processes (Module 6). Retrieved from
OECDilibrary:https://www.oecd-ilibrary.org/sites/9789264283923-
10/en/index.html?itemId=/content/component/9789264283923-10-en
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