355
Views
0
CrossRef citations to date
0
Altmetric
Research Article

Mindchanger identification, analysis and recognition: youth perceptions

ORCID Icon, ORCID Icon, ORCID Icon & ORCID Icon
Article: 2281415 | Received 18 Aug 2022, Accepted 03 Nov 2023, Published online: 15 Nov 2023

References

  • Alberich-Nistal, T., & Espadas-Alcázar, M. A. (2014). Democracia, participación ciudadana y funciones del trabajo social. Trabajo Social Global, Revista de investigaciones en intervención social, 4(6), 3–718. https://doi.org/10.30827/tsg-gsw.v4i6.1807
  • Alm, K., Beery, T. H., Eiblmeier, D., & Fahmy, T. (2022). Students’ learning sustainability - implicit, explicit or non-existent: A case study approach on students’ key competencies addressing the SDGs in HEI program. International Journal of Sustainability in Higher Education, 2(8), 60–84. https://doi.org/10.1108/IJSHE-12-2020-0484
  • Amnistía Internacional. (2020). Una nueva generación de jóvenes que cambian el mundo. Blog. https://www.es.amnesty.org/en-que-estamos/blog/historia/articulo/una-nueva-generacion-de-jovenes-que-cambian-el-mundo/
  • Amondarain, A., Barranquero, A., & Arrilucea, A. (2022). La construcción mediática de los movimientos juveniles frente al cambio climático. Fridays for Future y Extinction Rebellion en la prensa de referencia en España. Estudios sobre el mensaje periodístico, 28(3), 497–509. https://doi.org/10.5209/esmp.80710
  • Anduiza, E., & Bosch, A. (2007). Comportamiento político y electoral. Editorial Ariel.
  • Barrett, M., & Pachi, D. (2019). Youth civic and political engagement. Routledge.
  • Bellet, C., & Llop, J. M. (2004). Miradas a otros espacios urbanos: las ciudades intermedias, in Scripta Nova. Revista electrónica de Geografía y Ciencias Sociales, VIII(165). https://bit.ly/3plbkJD
  • Bessant, J. (2021). Making-up people: Youth, truth and politics. Taylor & Francis.
  • Bessant, J. (2022). Young women, gender and the future of political participation. In M. Giugni & M. Grasso (Eds.), The oxford handbook of political participation. Oxford University Press, 52, 1–16 .
  • Betancor, G., & Prieto, D. (2018). El 15M y las juventudes: entrada y salida en los espacios activistas e impactos biográficos del activismo. Pensamiento al margen Revista Digital, 8, 161–190. http://hdl.handle.net/10201/58714
  • Brander, P., De Witte, L., Ghanea, N., Gomes, R., Keen, E., Nikita, A., & Pinkeviciute, J. (2015). COMPASS manual on Human rights education with young people. Council of European Union. https://bit.ly/3MabLjB
  • Bunker, C., Saysavanh, S., & Kwan, V. (2021). Are gender differences in the Big five the same on social media as offline? Computers in Human Behavior Reports, 3, 3. https://doi.org/10.1016/j.chbr.2021.100085
  • Caeiro, S., Sandoval Hamon, L. A., Martins, R., & Bayas Aldaz, C. E. (2020). Sustainability assessment and benchmarking in higher education institutions: A critical reflection. Sustainability, 12(2), 543. https://doi.org/10.3390/su12020543
  • Cajigas-Rotundo, J. C. (2017). Teoría crítica indígena contemporánea en el norte global. Tabula Rasa, 26(26), 11–18. https://doi.org/10.25058/20112742.185
  • Chavarría Alfaro, G. (2015). El posthumanismo y los cambios en la identidad humana. Revista Reflexiones, 94(1), 97–107. Retrieved October 31, 2023 https://doi.org/10.15517/rr.v94i1.20882
  • Conner, J., & Rosen, S. (2016). Contemporary youth activism: Advancing social justice in the United States. ABC-CLIO.
  • Core Team, R. (2021). A language and environment for statistical computing. R Foundation for Statistical Computing. https://bit.ly/3vnW5TX
  • Costa, P. T., Jr., Terracciano, A., & McCrae, R. R. (2001). Gender differences in personality traits across cultures: Robust and surprising findings. Journal of Personality and Social Psychology, 81(2), 322–331. https://doi.org/10.1037/0022-3514.81.2.322
  • Council of the European Union. (2018). Resolution of the Council of the European Union and the representatives of the governments of the member states meeting within the Council on a framework for European cooperation in the youth field: The European Union youth Strategy 2019-2027. https://bit.ly/3bAPOwA
  • Davies, L. (2006). Global citizenship: Abstraction or framework for action? Educational Review, 58(1), 5–25. https://doi.org/10.1080/00131910500352523
  • Day, H. (2019). 5 adolescentes que están cambiando el mundo, BBC news mundo. https://www.bbc.com/mundo/noticias-48037692
  • Draper, H., & Savio, M. (2020). Berkeley: The Student revolt. Center for Socialist History.
  • European Commission, Directorate-General for Education, Youth, Sport and Culture. (2017). Study on the impact of transnational volunteering through the European voluntary service. Publications Office. https://data.europa.eu/doi/10.2766/87737
  • European Commission, Directorate-General for International Cooperation and Development. (2018). The new European consensus on development: ‘our world, our dignity, our future’. Publications Office. https://data.europa.eu/doi/10.2841/166304
  • Faber, S. (2020). EEUU: El movimiento por la libertad de expresión de Berkeley, 56 años después. Sin Permiso. https://www.sinpermiso.info/textos/eeuu-el-movimiento-por-la-libertad-de-expresion-de-berkeley-56-anos-despues
  • Fernández, C. (2012). Ciudadanía juvenil y nuevas formas de participación a través de la conectividad. Culturales, 8(5), 113–134. https://bit.ly/3BYre1z
  • Fernández, C. (2015). Participación juvenil y activismo digital. Una introducción a una nueva agenda de estudio. TecCom Studies Estudios Tecnológicos y Comunicación, 6, 7–18. https://dialnet.unirioja.es/servlet/articulo?codigo=6334386
  • Findler, F., Schönherr, N., Lozano, R., Reider, D., & Martinuzzi, A. (2019). The impacts of higher education institutions on sustainable development. International Journal of Sustainability in Higher Education, 20(1), 23–38. https://doi.org/10.1108/IJSHE-07-2017-0114
  • Franklin, M. N. (2004). Voter turnout and the dynamics of electoral competition in established democracies since 1945. Cambridge University Press. https://doi.org/10.1017/CBO9780511616884
  • Fuentes, J. L., Vázquez, M., & Nakano, M. (2020). La participación de losjóvenes en el entorno social: estudio comparativo entre España, Argentina y Brasil. In J. I. Zaldívar & M. R. González (Eds.), Participación cívica en espacios socioeducativos, FahrenHouse (pp. 69–90). https://bit.ly/3htlnYx
  • Galla, B. M., Amemi, J., & Wang, M.-T. (2018). Using expectancy-value theory to understand academic self-control. Learning and Instruction, 58, 22–33. https://doi.org/10.1016/j.learninstruc.2018.04.004
  • García-Galera, M., Del-Hoyo-Hurtado, M., & Fernández-Muñoz, C. (2014). Engaged youth in Internet. The role of social networks in social active participation. [Jóvenes comprometidos en la Red: El papel de las redes sociales en la participación social activa. Comunicar, 43(43), 35–43. https://doi.org/10.3916/C43-2014-03
  • Gaztambide Fernández, R. (2020, April 13). What is solidarity? During coronavirus and always, it’s more than ‘we’re all in this together’. The Conversation. https://theconversation.com/what-is-solidarity-during-coronavirus-and-always-its-more-than-were-all-in-this-together-135002
  • Gutiérrez-Slon, J. A. (2020). Movimientos estudiantiles en cuestión: 100 años de lucha, 100 años de estudio. Revista Espiga, 20(40), 24–48. https://doi.org/10.22458/re.v20i40.3131
  • Hart, R. (1993). Children’s participation. From symbolic participation to authentic participation. UNICEF. https://bit.ly/3Hn8REB
  • Henn, M., & Foard, N. (2014). Social differentiation in young people’s political participation: The impact of social and educational factors on youth political engagement in Britain. Journal of Youth Studies, 17(3), 360–380. https://doi.org/10.1080/13676261.2013.830704
  • Holmén, J., Adawi, T., & Holmberg, J. (2021). Student-led sustainability transformations: Employing realist evaluation to open the black box of learning in a challenge Lab curriculum. International Journal of Sustainability in Higher Education, 22(8), 1–24. https://doi.org/10.1108/IJSHE-06-2020-0230
  • Hong Chui, W., & Leung, E. W. L. (2014). Youth in a global world: Attitudes towards globalization and global citizenship among university students in Hong Kong. Asia Pacific Journal of Education, 34(1), 107–124. https://doi.org/10.1080/02188791.2013.810143
  • Hope, E. C., Keels, M., & Durkee, M. I. (2016). Participation in black lives matter and deferred action for childhood arrivals: Modern activism among black and latino college students. Journal of Diversity in Higher Education, 9(3), 203–215. do i:
  • Hou, L. (2020). Rewriting “the personal is political”: Young women’s digital activism and new feminist politics in China. Inter-Asia Cultural Studies, 21(3), 337–355. https://doi.org/10.1080/14649373.2020.1796352
  • Injuve. (2021). Informe juventud en España 2020. Instituto de la Juventud de España, https://bit.ly/3vnRroU
  • Iqbal, Q., & Piwowar-Sulej, K. (2022). Sustainable leadership in higher education institutions: Social innovation as a mechanism”. International Journal of Sustainability in Higher Education, 23(8), 1–20. d oi:
  • Jahan, T. (2014). How can education empower youth to become tomorrow’s leaders. The European Sting. https://bit.ly/3vol61w
  • Janssens, L., Kuppens, T., Mulà, I., Staniskiene, E., & Zimmermann, A. B. (2022). Do European quality assurance frameworks support integration of transformative learning for sustainable development in higher education. International Journal of Sustainability in Higher Education, 23(8), 148–173. https://doi.org/10.1108/IJSHE-07-2021-0273
  • Jouët, J. (2018). Digital feminism: Questioning the renewal of activism. Journal of Research in Gender Studies, 8(1), 133–157.
  • Kitanova, M. (2020). Youth political participation in the EU: Evidence from a cross-national analysis. Journal of Youth Studies, 23(7), 819–836. https://doi.org/10.1080/13676261.2019.1636951
  • Lavrakas, P. J. (2008). Encyclopedia of survey research methods (Vols. 1-0). Sage Publications. https://doi.org/10.4135/9781412963947
  • Lüküslü, D., & Walther, A. (2021). ‘I wanted to take on a lot of responsibility’. Reconstructing biographies of young people engaged in formal participation. Journal of Youth Studies, 24(8), 1068–1084. https://doi.org/10.1080/13676261.2020.1800611
  • Marcus, B., Weigelt, O., Hergert, J., Gurt, J., & Gelléri, P. (2017). The use of snowball sampling for multi source organizational research: Some cause for concern. Personnel Psychology, 70(3), 635–673. https://doi.org/10.1111/peps.12169
  • MECD. (2018). Marco de competencia global. Estudio PISA. Preparar a nuestros jóvenes para un mundo inclusivo y sostenible. Pisa 2018. Ministerio de Educación, Cultura y Deporte. Gobierno de España. https://bit.ly/3ItPhYy
  • Mir, J. (2013). Moviments socials i joves activistes. Una aproximació qualitativa de la participació de la joventut en organitzacions polítiques no convencionals. Generalitat de Catalunya. https://bit.ly/3vk8acL
  • Montenegro, S., & Raya, E. (2020). Cultura participativa desde la infancia. Una propuesta desde el Trabajo Social. In N. Caparrós & E. Raya (Eds.), Escucha y participación en la infancia y adolescencia: del derecho a la acción (pp. 103–122). Wolters Kluwer.
  • Morente Muñoz, C. (2023). Combatiendo dictaduras: reflexiones sobre el movimiento estudiantil en España durante el siglo XX, Revista del Centro de Estudios Históricos de Granada y su Reino. 1(35), 225–234. http://www.cehgr.es/revista/index.php/cehgr/article/view/381
  • Morgado, P. (2016). La participación de los jóvenes en los procesos de formación de políticas públicas. In A. Picornell-Lucas & E. Pastor Seller (Eds.), Políticas de inclusión social de la infancia y la adolescencia. Grupo,5, 109–116 .
  • Muthukumar, M. (2020). Social media and youth activism. Political Review, WUPR. https://www.wupr.org/2020/02/27/social-media-and-youth-activism/
  • Naderifar, M., Goli, H., & Ghaljaie, F. (2017). Snowball sampling: A purposeful method of sampling in qualitative research. Strides in Development of Medical Education, 14(3), 367670. https://doi.org/10.5812/sdme.67670
  • Neas, S., Ward, A., & Bowman, B. (2022). Young people’s climate activism: A review of the literature. Frontiers in Political Science, 4(1–14), 940876. https://doi.org/10.3389/fpos.2022.940876
  • OECD. (2019). PISA 2018 global competence Framework. PISA 2018 assessment and analytical framework. OECD Publishing. https://doi.org/10.1787/043fc3b0-en
  • Oxfam. (1997). A curriculum for global Citizenship: Oxfam’s development education programme.
  • Oxfam. (2015). Global citizenship in the classroom. A guide for teachers. Oxfam Education and Youth. https://bit.ly/3A3sRvV
  • Parés, M. (2014). La participación política de los jóvenes ante el cambio de época: estado de la cuestión, in Metamorfosis. Revista del Centro Reina Sofia sobre Adolescencia y Juventud, 0, 65–85. https://bit.ly/3voo9Xd
  • Parker, C., Scott, S., & Geddes, A. (2019). Snowball sampling. In P. Atkinson, S. Delamont, A. Cernat, J. W. Sakshaug, & R. A. Williams (Eds.), SAGE research methods foundations. https://doi.org/10.4135/9781526421036831710
  • Pastor, E. (2015). “La participación de la juventud en el ámbito autonómico y local en España”. In S. Segado (Ed.), Juventud, emancipación y trabajo social. Pamplona, 127.
  • Pickard, S. (2017). Politically engaged leisure: The political participation of young people in contemporary Britain beyond the serious leisure model. Angles, (5), [Online]. https://doi.org/10.4000/angles.1252
  • Piispa, M., Kiilakoski, T., & Ojajärvi, A. (2023). Young people´s climate activism on the move. Case Finland. In P. Honkatukia & T. Rättilä (Eds.), Young people as agents of sustainable society. Routledge. https://doi.org/10.3389/fpos.2022.940876
  • Poza-Vilches, F., García-González, E., Solís-Espallargas, C., Velasco-Martínez, L. C., López-Alcarria, A., Estrada-Vidal, L. I., Jiménez-Fontana, R., Rodríguez-Marín, F., Puig-Gutiérrez, M., Tójar Hurtado, J. C., & Gutiérrez-Pérez, J. (2022). Greening of the syllabus in faculties of education sciences through sustainable development goals: The case of public Andalusian universities (Spain. International Journal of Sustainability in Higher Education, 23(5), 1019–1044. https://doi.org/10.1108/IJSHE-02-2021-0046
  • Raya, E., Cuesta, A., & Ezquerro, M. (2020). Promover la participación efectiva de los niños, niñas y adolescentes desde el Trabajo Social. In N. Caparrós & E. Raya (Eds.), Escucha y participación en la infancia y adolescencia: del derecho a la acción (pp. 123–146). Wolters Kluwer.
  • Roja, C. (2022). Las mil formas de ayudar: radiografía del nuevo voluntariado. La actualidad de Cruz Roja. https://bit.ly/3IuI0I5
  • Romans i Torrent, A. (2022). La trampa de la incidencia: el caso del activismo juvenil ecologista en Catalunya. Ámbitos Revista Internacional de Comunicación, 55(55), 58–72. https://doi.org/10.12795/Ambitos.2022.i55.04
  • Rosenblatt, G. (2010). The Engagement Pyramid: Six Levels of Connecting People and Social Change. https://bit.ly/3IlNi8N
  • Rowe, G., & Frewer, L. (2005). A typology of public engagement mechanisms. Science, Technology and Human Values, 30(2), 251–290. https://doi.org/10.1177/0162243904271724
  • Soutschek, A., Burke, C. J., Raja Beharelle, A., Schreiber, R., Weber, S. C., Karipidis, I. I., ten Velden, J., Weber, B., Haker, H., Kalenscher, T., & Tobler, P. N. (2017). The dopaminergic reward system underpins gender differences in social preferences. Nature Human Behaviour, 1(11), 819–827. https://doi.org/10.1038/s41562-017-0226-y
  • Svampa, M. (2020). ¿Hacia dónde van los movimientos por la justicia climática? Nueva Sociedad, 286, 107–121. https://nuso.org/articulo/hacia-donde-van-los-movimientos-por-la-justicia-climatica/
  • Svanström, M., Lozano-García, F. J., & Rowe, D. (2008). Learning outcomes for sustainable development in higher education. International Journal of Sustainability in Higher Education, 9(3), 339–351. https://doi.org/10.1108/14676370810885925
  • Tejerina, B. (2010). La sociedad imaginada. Madrid.
  • Tilea, M., Morin, O., & Duță, O.-A. (2019). Competențe transversale în educația pentru dezvoltare durabilă și solidaritate internațională/Transversal Competences in Education for Sustainable Development and International Solidarity. Universitaria.
  • Tilea, M., Resceanu, A., & Resceanu, I. (2021). Mind-changing perspectives on education: A content analysis of young people’s storytelling-bases interviews. Analele Universității Ovidius Constanța Seria Filologie, XXXII(2), 394–411.
  • Turner, D. (2006). This is not a peace pipe: Towards a critical indigenous Philosophy. University of Toronto Press.
  • UNESCO. (2014). Roadmap for implementing the global action programme on education for sustainable development. https://unesdoc.unesco.org/ark:/48223/pf0000230514
  • UNESCO. (2015). Global citizenship education: Topics and learning objectives. https://unesdoc.unesco.org/ark:/48223/pf0000232993
  • UNESCO. (2021). Reimagining our futures together: A new social contract for education. https://unesdoc.unesco.org/ark:/48223/pf0000379707
  • United Nations. (2010). World programme of action for youth. https://www.un.org/esa/socdev/unyin/documents/wpay2010.pdf
  • United Nations. (2015). Transforming our world: The 2030 Agenda for sustainable development. United Nations, Department of Economic and Social Affairs. https://bit.ly/3BVNQzV
  • United Nations. (2019). The sustainable development goals report. United Nations, Department of Economic and Social Affairs. https://bit.ly/3vhYNdM
  • United Nations. (2021a). Our common agenda. Report of the Secretary-General. https://www.un.org/en/content/common-agenda-report/assets/pdf/Common_Agenda_Report_English.pdf
  • United Nations. (2021b). Youth 2030. Working with and for young people. United Nations Youth Strategy. https://www.unyouth2030.com/_files/ugd/b1d674_9f63445fc59a41b6bb50cbd4f800922b.pdf
  • Vega, A. (2021). Educación para la ciudadanía mundial: enseñar y aprender a ser protagonistas del cambio. In F. Navaridas & E. Raya (Eds.), Formación docente y desarrollo de competencias en el profesorado. Hacia un modelo para la calidad educativa (pp. 45–78). Wolters Kluwer.
  • Wang, M.-T., & Eccles, J. S. (2013). School context, achievement motivation, and academic engagement: A longitudinal study of school engagement using a multidimensional perspective. Learning & Instruction, 28. https://doi.org/10.1016/j.learninstruc.2013.04.002
  • Weisberg, Y., DeYoung, C., & Hirsh, J. (2011). Gender differences in personality across the ten aspects of the Big five. Frontiers in Psychology, 2. https://doi.org/10.3389/fpsyg.2011.00178