From Classrooms to Communities: DC Youth Engaging with Global Affairs in Schools and Beyond

• In Event: Highlighted Session: Investigating the empowerment of youth activists: transforming education for social change

Proposal

As societal challenges intensify, schools are tasked with cultivating globally conscious citizens while also navigating the influence of digital platforms. Research underscores the importance of amplifying Black youth voices in conversations around social and political issues, particularly in the digital realm where youth activism thrives (Briggs, 2024). This study examines how public high school students in Washington, DC, engage with social issues like climate change, gender justice, and political strife, navigating both online and offline spaces to challenge norms and advocate for a more equitable society, addressing the multifaceted nature of youth activism across diverse contexts (Welton & Harris, 2022)
Using a comprehensive qualitative methodology centered on 20 discussion groups with 3-6 students each, our research explores several questions: (1) How do high school students in Washington, DC perceive and engage with social issues? (2) How do students navigate the challenges and opportunities faced by young people within their schools and their communities? (3) How do digital platforms shape student activism, and how do students navigate the challenges and opportunities of online engagement?
Preliminary findings suggest that student activism in Washington, DC extends beyond schools into the broader community, making the city a vibrant environment for youth-led advocacy (Carey et al., 2020). This activism is driven by a strong sense of social responsibility and justice, rooted in students’ lived experiences and their desire to influence societal outcomes (Assan, 2024). Students view schools in D.C. as crucial in this process, serving as both educational institutions and incubators for transformative education and progressive change (Goren et al., 2020). They see schools as integral to fostering critical conversations and deepening students' understanding of social issues.
Our research also addresses institutional the challenges and opportunities students face in fostering their engagement with social issues across varied contexts (Hipolito-Delgado et al., 2022). One notable trend is the integration of social justice education into curricula, which equips students with critical thinking skills and knowledge essential for addressing contemporary issues (Christens, 2024). This shift aligns with the broader role of schools in nurturing socially responsible and proactive citizens.
Data also reveal that students critically evaluate the role of digital platforms in their activism. While acknowledging social media's effectiveness in organizing and raising awareness, students express concerns about misinformation and the superficial nature of online engagement (Wielk & Standlee, 2021), drawing attention to the conflicted nature of youth activism in hybrid contexts. The study highlights how D.C. students use digital tools to enhance their activism, while also prioritizing face-to-face engagement and community organizing to drive lasting change.
This paper advocates for increased support of high school youth to explore their activism within educational and community backdrops, aiming to cultivate a generation of globally-minded citizens driven by personal agency and advocacy (Pashby et al., 2020). By analyzing examples of youth activism in D.C. schools and communities from the students’ perspectives, this study seeks to stimulate critical discourse, inform pedagogical practices, and guide policy to create more inclusive and environments for youth activism both in and out of the classroom.

Authors

• Vanessa R. Sperduti, CIES

• Laura C. Engel, The George Washington University