Dr. Laura Engel (Professor of International Education and International Affairs), Dr. Vanessa Sperduti (visiting scholar and postdoctoral researcher at GSEHD), and doctoral student Sumeyye Arpaci (PhD in Education), along with international colleagues on the cross-national STUDACT project, recently published the article “Beyond the buzzwords: How Washington, DC education policies shape youth activism” in the International Journal of Educational Research.
Per the abstract:
Through a thematic analysis of policy documents from state and federal education authorities, we explore how institutional structures and governance dynamics shape opportunities for youth engagement in Washington, DC. By examining how youth activism is framed and operationalized in policy, we ask: What does youth activism entail, and how is it defined and understood in the DC educational policy context? Our findings reveal that while references to youth activism are frequent, policy attention tends to center on global issues such as climate change, often overlooking local activism and the specific needs of communities. These patterns reflect a fragmented and shifting approach to youth participation across different levels of the education system, which can both enable and constrain meaningful involvement. This study contributes to a deeper understanding of the complex challenges and possibilities for youth activism, emphasizing how institutional priorities and power dynamics influence the roles young people are invited or permitted to play in shaping public education.
Key findings of the study include:
- Youth activism is frequently recognized in DC education policies, but support varies widely.
- Federal policies prioritize test scores over civic engagement and student voice.
- Local policies are more likely to position students as change agents.
- Adult-led programs dominate, leaving limited space for authentic youth-led movements.
- Policy gaps exist in recognizing legitimacy and measuring youth activism impact.
By situating youth activism within broader institutional and governance structures, the article contributes to a deeper understanding of the complex challenges and possibilities for meaningful youth participation in education policy.