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

Group Submission Type: Highlighted Paper Session

Proposal

Over the last decade, we have seen a steady increase in youth activism internationally, specifically with school-age children, mainly concerning issues such as climate crisis (Hayik, 2021), LGBTQI+ activism (Terriquez, 2015), #BlackLivesMatter, Indigenous rights, #MeToo, etc. Young people are often exposed and engaged in diverse forms of activism in their formal educational environments, local communities as well as in online spaces. The reasons for the uptake in youth-driven activism is varied and complex, closely aligned the factors associated with late modernity (e.g. highly mobile, globally connected, cosmopolitan, etc.). One reason could be the continued emphasis in most schools to foster values around civic engagement and citizenship (Goren et al., 2020). Another reason could be the increased media attention around youth activism as well as young people's frequent engagement with a variety of social media platforms where they are exposed to activists and influencers (Neag at al., 2024). The panel seeks to critically examine the intersection of youth activism and formal education by highlighting the complex dynamics and challenges inherent in efforts to empower young activists in school-age settings.

Traditionally, schools have been viewed as institutions primarily focused on the transmission of knowledge and the development of academic skills. However, in recent years, we have seen a paradigm shift with educators and policymakers increasingly recognizing the pivotal role of schools in nurturing socially responsible, engaged and proactive citizens. There is now an expectation for many schools globally to provide an education that extends beyond traditional academic pursuits to encompass the cultivation of critical thinking, empathy, and a sense of social responsibility among students. By embracing this expanded mandate, schools are poised to serve as catalysts for youth activism yet there is tremendous complexity in how schools cultivate students’ sense of social justice dispositions in relation to civic engagement and empowering local communities. We are interested in exploring the reconceptualization of schools as sites of transformative learning and progressive social change and what these means for young people today. In drawing on empirical research, we underscore the need for critical reflection especially in relation to reimagining the role of education in fostering a generation of conscientious global citizens driven by a sense of agency and advocacy.

The remit of this panel reflects the need to investigate the complexities “in the reshaping of participation in times of social change, especially for ordinary young people “who are neither deeply apathetic about politics nor unconventionally engaged” (Harris, Wyn, & Younes 2010, p. 9). As Wright and McLeod (2023) note, activism “embodies an enormous sense of hope and agency, underpinned by the conviction that ordinary people can make change…It is also inflected with a strong sense of responsibility – for the future, for the plight of others and for the upholding or assertion of particular values and ethical positions…” (p. 2).

There is no one fixed definition of activism though, as Mihailidis (2019, p. 1) notes, activism is often ‘closely related to concepts around voice, agency, and participation.’ According to Choudry (2015) youth activists learn and produce valuable knowledge as they navigate diverse contexts. They often show a capacity to “link their personal problems to a broader set of social, political, and economic forces and to direct their energies toward transforming them” (Ismail & Pottier, 2023, p. 2). This panel aims to make a significant contribution to the fields of youth studies, citizenship and sociology of education, by offering a comprehensive examination of how young people today understand the role of schools in educating and empowering their sense of activism across a number of countries and contexts.

Through this investigation, the talks featured in this panel endeavours to shed light on the contextual nuances that shape how young people understand youth activism and their role within it. By addressing the multifaceted (and conflicted) nature of youth activism across diverse and hybrid contexts, the panel aims to offer insights into the challenges and opportunities faced by young activists across different geographical, cultural, and institutional landscapes. Ultimately, we aim to inspire critical dialogue, inform educational practices, and influence policy decisions to create more inclusive, supportive, and empowering environments for youth activism within schools.

Sub Unit

• Globalization & Education SIG

Chair

• Miri Yemini, Technion

Individual Presentations

• Youth, activism and agency: Investigating how secondary school students in Australia develop an activist disposition - Garth Stahl, The University of Queensland

• Empowering Change: A Case Study of Youth Activism and Educational Reform in Poland's Political Landscape - Katarzyna Jasikowska, Jagiellonian University; Martyna Maria Elerian, Technion

• Navigating Normativity: How German Youth Redefine Activism in a Global Context - Ullrich Bauer, Bielefeld University

• From Classrooms to Communities: DC Youth Engaging with Global Affairs in Schools and Beyond - Vanessa R. Sperduti, CIES; Laura C. Engel, The George Washington University