Citizen participation on new digital platforms

Notes from the Citizen participation on new digital platforms conference, organized by Open University of Catalonia and held in Barcelona, Spain, on 15 January 2019.

Quim Brugué, Universitat de Girona
Participation: what are we talking about?

Participation is not new. We’ve been hearing about this since the 1970s and there already is a boom of citizen participation in the early 1990s. The first decade of 2000s, until 2007, witnesses a quick rise of citizen participation, with a strong support of the Administration. These are years of learning to participate in “good times”. It was an experimental period. There was no consensus of what was the purpose of participation. Many times the issues were not crucial to citizens, but very marginal: no “serious stuff” was shared with the citizen. It generated some not purely legitimate practices where participation was a means to give local administrations or civil society organizations either resources or a public platform were to air their ideologies. This experimentation also led to more focus on the methodology rather than on the issues: people did not want to solve a specific issue but “do participation”.

Experimentation, lots of resources, focus on the instrument rather than on the topic led to some tiredness and disenchantment with citizen participation. This did not last long: the 2008 crisis put a stop to the whole trend.

2011 — 15M Spanish Indignados Movement, Arab Spring, Occupy — was the outburst of a sense of lack of quality democracy. Citizen participation came back to the spotlight, but not on a period of dire crisis. The paradox was that when participation was most needed, lack resources due to the crisis could not meet the needs.

So, what is citizen participation? Many things:

Representative democracy Direct democracy
Additive democracy Democracy of the moderns: do not trust citizens, trust representative. Risk: “they do not represent us” Referendums, polls. Empowerment vs. experience of elder people
Deliberative democracy Democratize policies: participation, consultation vs. authority, legitimacy Democracy of the elder: trust citizens, do not trust representatives. Risk: elitism

Technology plays a different role in each different approach. While it is not yet clear neither the better technology or methodology nor the impact or degree of improvement, it does seem clear that there is a trend towards empowerment of the citizen. And a thing that has not changed is that every option carries an underlying ideology: while deliberation is about the “we” and about building a solution, polling is about the “I” and winning the preferred option.

Antonio Calleja, Internet Interdisciplinary Institute
Decidim

Especially since 2011 we’ve been witnessing a crisis of representative democracy and a rise of “datacracy”, where who owns more data can affect or even interfere representative democracy and its processes.

Decidim aims at being an alternative to big corporations controlling the platforms that will be used by “datacrats”. Decidim is thought as a political network.

As a political network, Decidim has a community around the platform that deals about strategic and technological issues, also including research, dissemination, etc.

Decidim begins with the strategic plan of the city council of Barcelona in 2016. Initially based on the citizen participation software of Madrid, Cónsul, it was later recoded as a new platform on 2017. New features have been added since.

An important feature is the ability to track what happens with a given proposal by a specific citizen: how it is included in an approved political measure and the degree in which this measure is executed.

(NOTE: case study on Decidim: Peña-López, I. (2017). decidim.barcelona, Spain. Voice or chatter? Case studies. Bengaluru: IT for Change)

Rosa Borge, Universitat Oberta de Catalunya

Research project to test the deliberative capacity of several projects that have used Decidim to enable citizen participation. 18 projects were analyzed, choosing first level processes such as strategic or investment plans at the local level.

Decidim has become central in organizing and managing participation processes in municipalities. It is worth noting that the platform was used by municipalities with governments from different parties, and ranging from left to right in terms of ideology.

There does not seem to be a pattern between the number of participants, number of proposals and number of comments to these proposals. The evolution of participation processes varies a lot depending on a wide rage of reasons.

The tool has proven useful to run three dimensions of participatory processes:

  • Participation
  • Transparency
  • Deliberation

The reasons to run participation processes and to do it online are many. Sometimes it is a honest need, sometimes a way to be trendy and get more votes in the coming elections, sometimes it is mandatory by law depending on the kind of policy to be passed. What is clear is that many times there lacks a deep reflection on why and what for developing participation initiatives at the “theoretical” level (purpose, design, limitations, etc.).

The research analyzed the quality of deliberation performing content analysis and according to several indicators like equality in the discourse, reciprocity, justification, reflexiveness, pluralism and diversity, empathy and respect, etc.

Results show that there certainly is a good degree of depth in the discourse and a real debate with pros and cons on the proposals. The dialogue shows almost no effect of echo chambers but, on the contrary, dialogues provide reasoning, proposals or alternatives.

Unfortunately, the debates that take place on the institutional platform are not transposed on other social networking sites like Twitter, were the audience could be bigger and reach a greater range of actors.

PESTEL and DAFO analyses were conducted to better understand the environment and main trends.

On the cons side, there still is a certain lack of commitment from political leaders. On the pros side, online participation attracts new actors to participatory processes that were not the usual suspects of citizen participation.

(NOTE: paper on this research Borge et al. (2018). La participación política a través de la plataforma Decidim: análisis de 11 municipios catalanes. IX Congreso Internacional en Gobierno, Administración y Políticas Públicas GIGAPP. Madrid, 24-27 de septiembre de 2018. Madrid: GIGAPP).

Discussion

Anna Clua: what has been the impact of the digital divide? Have municipalities taken it into account? Rosa Borge: municipalities do not have the resources to measure and seriously address the issue. Notwithstanding, some of them are aware of the issue and thus have made some projects (e.g. training) to try and bridge it during participatory processes.

Manuel Gutiérrez: does online deliberation create more or less discourse fallacies? Rosa Borge: in general, the research has not found many bad practices. On the contrary, quality of the debate was high according to the indicators chosen. Of course the methodology is arguable and there were some methodological issues that are worth being reviewed.

Quim Brugué: can we deliberate on everything? Should we deliberate when the government has already decided on a given issue? What for? Rosa Borge: of course if the decision is already made, it may not make a lot of sense. Notwithstanding, most dedicions are not “totally” made and all comments and shades of meaning poured on the platform are taken into account by decision-makers — as stated by officials and politicians during the research.

VIII Forum on Education (IV). Innovation in times of change of era

Notes from the Forum on Education. Innovation and networking, organized by the Institute of Education Sciences (ICE-UAB) and the Institute of Government and Public Policies (IGOP), and held in Bellaterra (Barcelona), Spain, in January 10 and 11, 2014. More notes on this event: forumedu2014.

Round table: Innovation in times of change of era
Chairs: Enric Roca, professor of the Department of Systematic and Social Pedagogy, UAB.

What values and what frameworks promote innovation? Which ones are a barrier to it? What characterizes innovative schools and innovative projects?

Joaquim Brugué, director of the Institute of Government and Public Policies (IGOP), UAB.

As these are times of change, it seems common sense that institutions should change too. Thus, innovation look like the best means to drive this change. But change makes change more complex. Problems become wicked, problems that cannot be simplified or reduced to simpler components. There is no simple answer or, simply, not just one single answer.

BUT: instead of trying to approach wicked problems in different and many ways, what institutions are doing is to specialize put all their effort in being more efficient and effective in their field of specialization… leaving wicked problems unsolved or, at least, providing wicked problems with one single perfect solution that actually does not solve all the complexity of the given issue.

This is the approach of a technocratic society or a technocratic organization that creates no externalities, no networks, no lateral vision.

Màrius Martínez, professor of the Departament of Applied Pedagogy, UAB.

We heavily rely on our own mindsets and mental frameworks, which drag us and stop us from looking at problems from different points of view.

Only dialogue can make these mindsets emerge, ideas be exchanged, and mindsets be changed, or adapted to others’.

There is a need to have a culture of transformation, of “why not?”, to give a chance to change, to transformation.

Once there is such a culture, innovation becomes explicit — not tacit — and can be transferred, replicated.

We have to have a systemic point of view, to look at the whole so that we can clearly frame the problems, the resources, the possibilities.

Trust and accountability, not suspicion and control.

Leadership has to be strong, but distributed, leaving room for collaboration and participation.

Provide resources, especially time, but with some planning, with deadlines, so that accountability can happen.

Emphasis on learning, on development. Innovation has to target learning, learning of the students or of the teaching stuff, but innovation has to lead to learn more and better things. And innovation has to be also an acknowledgement. The acknowledgement that (1) something is wrong and (2) it is wrong that something it is wrong. And, thus, it has to be fixed. Learning and equity are linked to innovation.

Martínez: innovation requires a shared project. And this shared project, or vision, is usually illustrated with a motto. The shared project and motto helps in building a story, a tale, a dialogue.

Discussion

Enric Roca: Does everyone has to be an innovator in their same role? Can we specialize? Should we not?

Quim Brugué: there should not be such a role as “the innovator”. Instead, conditions have to be created where innovation can happen. These conditions include, most of the times, dialogue and the hybridization of approaches.

Màrius Martínez: in an innovative environment, people feel like agents, agents of change. So, yes there is a need to find agents of change. Distributed leadership is about identifying the existing talent and putting it to work. In this train of thought, maybe the term “good practices” is not as good as “practices of reference”.

Quim Brugué: we have to be aware that what we take for learning is not sheer imitation. This is the risk of having “practices of reference” which, in the end, evolve into bad copies.

Màrius Martinez: the currículum should be put in crisis and, in this exercise, the student should have a leading role.

Q: why most institutions and people deny complexity? Màrius Martinez: sometimes it is a matter of perception, that is, of not perceiving complexity. Quim Brugué: sometimes because complexity is a blocking scenario and, thus, decision-makers rather approach not complexity but simplicity, where traditional rules and tools used to work.

IX Fòrum Educació (2014)