Youth Activism and GCE: A Comparative Analysis of Rural and Urban Student Engagement Global Campaigns in Italy

• In Event: Practice, Ethics and Action: Situated Research Inquiries

Proposal

Youth activism refers to actions undertaken by young individuals to bring about change, either by raising awareness or advocating for political reform. Activists seek to challenge the status quo or shape future conditions. What differentiates activism from other forms of engagement are two primary motivations: a concern for others and a perceived lack of alternative solutions. While self-advocacy focuses on personal interests, activism is generally driven by a broader concern for the well-being of others, even when personal needs play a role (Anderson, 2011; Conner, 2024). Youth protest for change has a long history, beginning in the 1960s. Since 2010, the means of activism have expanded, particularly through online activities, as the information and communication technology (ICT) revolution has enabled international campaigns with limited resources, even in less privileged contexts (Earl et al., 2015). Movements such as "Occupy Wall Street," the "Arab Spring," and Spain’s "Indignados" exemplify the role of social networks in spreading protest campaigns (Jenkins et al., 2016). Generation Z, born from 1997 onward, engages in activism amid global uncertainty and personal precarity, often favoring digital activism over traditional political participation (Conner et al., 2024; Earl et al., 2022).
The literature suggests that youth residing in rural areas of Europe often encounter greater challenges in engaging in activism compared to their urban counterparts (Suppers, 2023; Trivelli & Morel, 2021). There is ongoing debate regarding the role of social media in promoting more democratic political participation among youth. While some scholars argue that disadvantaged youth are among the largest consumers of social media content, including political activism, others highlight disparities related to socioeconomic status, access to online news, and levels of civic awareness (Boulianne, 2016; Earl et al., 2022).
Recent studies have increasingly examined the relationship between global citizenship education and youth activism (Reysen & Hackett, 2017). Waghid (2022), in particular, argues that experiential learning enables students to actively participate in the co-construction of citizenship, while also fostering civic engagement. Additionally, recent research has focused on the the importance of school students in environmental protests that began globally in 2018 (Boulianne et al., 2020; Prendergast et al., 2021). However, no studies to date have investigated or compared the perceptions of activism and engagement in global campaigns between urban and rural youth.
This study investigates youth perceptions of activism among high school students in Italy, with a particular focus on rural-urban differences. It explores how students conceptualize activism and their views on the role of schools in fostering it. Data from 25 group discussions in Italian high schools were analyzed to gain insight into students' perceptions of activism. The analysis employs a thematic analysis approach based on a codebook that includes perception of Global Citizenship Education (GCE) and "good" and "bad" activism, along with deductive themes. Perceptions of "good" and "bad" activism range from awareness-raising efforts to the pursuit of structural change also civil disobedience acts.
The study finds that all participants recognize climate change as a global issue, reflecting strong environmental awareness. However, students' understanding and engagement with different forms of activism, such as the #MeToo movement, varies, with some viewing certain actions as extreme or more relevant to affluent countries. The findings highlight the potential of civic education to foster informed activism, but also reveal that rural youth face greater barriers to activism and tend to hold more conservative views on what constitutes "good" and "bad" activism.

References
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Author

• Carla Inguaggiato, Technion and University of Bologna