In this abstract we will reflect on the development of a participatory social planning as a methodological approach for critical reflection, strategic solutions, and creative answers towards social inclusion of young, marginalized people. Participatory social planning connotes the participatory planning paradigm, but with a twist with the social addition. In the sense that is emphasizes involving the entire community or all the involved actors in the social planning process. Critical education perspective and action research processes inspire this platform of participatory social planning, and its purpose is to contribute to the transformational change in our society (Carr & Kemmis, 1986; Kemmis, & McTaggart, 2005; Reason & Bradbury 2001; Habegger & Mancila, 2019). The model will connect professional work within the field of social problems and structures, participatory processes, and planning elements. Participation is in this sense a didactic form of organization (Negt 1981; Sinclair, 2004, Tofteng & Bladt 2020) in social and educational work that enables innovation and change, in particular, focused on marginalized young people as competent participants in shaping their own lives (Chavez, 2006). The model has been developed within a partnership of professionals, researchers, and young people from three countries – Sweden, Denmark, and Spain. All the partners have experience with different types of action research processes and reflecting on the philosophy of science underlying this type of research. Moreover, a common ground is the notion of participation as both a concept of reflection within research and a tool within the developing inclusive pedagogical processes in practice. Co-creating this model has been a learning experience and an expansion of knowledge and repertoires of practice for professionals, welfare officials, NGOs, policy makers, educators, and researchers in relation to understanding, recognizing and responding to the complex social problems that marginalized young people have to face. In the session we will present a website for phones, PADs and PC providing guidance and tips/advice on practice,research and teaching. Inspirational resources will be available for professionals, students, target groups and other agents involved in inclusive participatory pedagogy, research and practice. The APP is intended as a a learning toolkit on relevant participatory approaches and experiences to support reflection, engagement and implementation of new pedagogical ways of social planning, i.e. new knowledge that transcends national practices and thereby creates innovative solutions that can actively break with the marginalization processes experienced by marginalized young people throughout Europe. Participants of the symposium are invited into the App on their devices.

References Carr, W., & Kemmis, S. (1986). Becoming critical: Education, knowledge, and action research. London: Falmer. Habegger, S. y Mancila, I. (2019). “Estilos alternativos de desarrollo local: metodología utilizada para el caso de una Investigación Acción Participativa en la provincia de Málaga”. OBETS. Revista de Ciencias Sociales, 14(1): 233-257. doi: 10.14198/OBETS2019.14.1.08 Kemmis, S. & McTaggart, R. (2005). Participatory action research: communicative action and the public sphere. In: Denzin, N. K., and Lincoln, Y. S., (eds.) The Sage Handbook of Qualitative Research ( 3rd ed) (pp. 559-603). Thousand Oaks, California, USA: Sage Publications Negt, Oskar (1981): Sociologisk fantasi og eksemplarisk indlæring. Kurasje. (original: Soziologische Phantasie und exemplarisches Lernen) Reason, P., & Bradbury, H. (eds.) (2001). Handbook of action research. London: SAGE. Sinclair, R. (2004). Participation in practice: making it meaningful, effective and sustainable. Children & Society, 4, 106–118 Ditte Tofteng & Mette Bladt (2020) ‘Upturned participation’ and youth work: using a Critical Utopian Action Research approach to foster engagement, Educational Action Research, 28:1, 112-127, DOI: 10.1080/09650792.2019.1699843