Digital Spaces of Hope, Solidarity, and Informal Education in the Women, Life, Freedom Movement: Kurdish Identity and Social Justice in Iran

• In Event: Teacher, student, and practitioner perspectives on contemporary issues in gender and education

Proposal

This abstract examines the role of digital spaces in fostering hope, solidarity, and informal education within Iran's Women, Life, Freedom movement, focusing on Kurdish identity and social justice. The movement, which gained global attention following Mahsa (Jina) Amini's death in 2022, has leveraged digital platforms to amplify resistance voices, create support networks, and facilitate knowledge dissemination (Ahmadi, 2023).
Drawing on theories of digital activism (Bennett & Segerberg, 2012), intersectional feminism (Crenshaw, 1991), and informal learning (Schugurensky, 2000), I explore how online platforms have become crucial sites for political engagement, consciousness-raising, and the assertion of Kurdish identity within the broader Iranian context. I argue that these digital spaces serve multiple functions: venues for dissent, archives of collective memory, classrooms for political education, and bridges connecting local struggles to global solidarity networks.
My analysis focuses on three key dimensions. First, I examine how social media platforms have been used to document and broadcast acts of resistance, with particular attention to the use of Kurdish language and cultural symbols in digital activism (Sheyholislami, 2011). These digital archives preserve evidence of state violence and showcase protesters' courage, contributing to a narrative of hope, resilience, and cultural preservation. Second, I investigate the formation of online communities providing support, resources, and coordination for activists. These digital solidarity networks transcend geographical and ethnic boundaries, linking Kurdish communities with other marginalized groups in Iran and the diaspora, fostering a shared purpose and intersectional approach to social justice (Ghorashi & Boersma, 2009). Third, I explore informal educational practices emerging within these digital spaces. From sharing information about legal rights and protest tactics to facilitating discussions on feminist theory, Kurdish history, and social justice, these platforms have become vital sites for knowledge production and dissemination (Shirazi, 2012).
I critically examine the limitations and risks associated with digital activism in the Iranian context, considering how state surveillance, internet shutdowns, and targeted harassment pose significant challenges to the movement, particularly for Kurdish activists (Michaelsen, 2018). Additionally, I interrogate the potential pitfalls of visibility politics, questioning whether the amplification of certain voices might inadvertently marginalize others within the movement. By situating the Women, Life, Freedom movement within broader discourses on digital activism, feminist resistance, and ethnic minority rights, this research contributes to our understanding of how marginalized groups navigate digital spaces to challenge oppressive regimes and assert their identities. It highlights the dynamic interplay between online and offline forms of resistance and underscores the importance of digital literacy in contemporary social movements (Treré, 2015).
Ultimately, I argue that while digital spaces alone cannot bring about revolutionary change, they play a vital role in sustaining hope, building solidarity, and fostering critical consciousness across diverse communities. As the Women, Life, Freedom movement continues to evolve, these digital spaces of resistance and education remain crucial sites of contestation, offering pathways to collective empowerment and a more inclusive vision of social justice in Iran.

Author

• Nikoo Nikoonazari, University of Minnesota - Twin Cities