Young People as Active EU Citizens? Challenges and Visions on a Renewed Project for Europe

First CATCH-EyoU Conference

2-4 March 2017 | Athens, Greece

www.catcheyou.eu/conference2017

PROGRAMME | ABSTRACTS

Funded by the EU's Horizon

2020 Research and innovation programme (G.A. No 649538)

Under the patronage of

the European Parliament

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A major challenge for the EU is currently “bridging the gap” between young Europeans and EU

Institutions, by improving dialogue in order to enhance young people’s voice in EU Institutions and

their active engagement in EU issues. CATCH-EyoU is a research and innovation action funded by the

European Union under the Horizon 2020 research and innovation programme (G.A. No 649538).

Through the joint contribution of different disciplines (e.g., psychology, education, political science,

sociology, media and communications) the first open conference of CATCH-EyoU aims both to

present the first findings of the project as well as to attract other contributions addressing the

multifaceted factors that influence the different forms of youth active engagement in European

politics at various governance levels, thus offering policy makers, professionals and young people in

various organizations new instruments and “conceptual lenses” to better understand the factors

that decide whether, how and by whom EU can be brought closer to its citizens.

Organizing Committee

Frosso Motti-Stefanidi (Chair)

Vassilis Pavlopoulos

Nancy Papathanasiou

Georgia Tzima

Dimitra Kostoglou

Athanasios Kyritsis

Scientific Committee

Frosso Motti-Stefanidi, National and Kapodistrian University of Athens, Greece

Elvira Cicognani, Alma Mater Studiorum University of Bologna, Italy

Cinzia Albanesi, Alma Mater Studiorum University of Bologna, Italy

Erik Amnå, Örebro University, Sweden

Shakuntala Banaji, London School of Economics, UK

Xenia Chryssochoou, Panteion University, Greece

Lorenzo Floresta, FNG Forum Nazionale Giovani, Italy

Dora Giannaki, Panteion University, Greece

Philipp Jugert, University of Leipzig, Germany

Veronika Kalmus, University of Tartu, Estonia

Pina Lalli, Alma Mater Studiorum University of Bologna, Italy

Jakub Macek, Masaryk University, Czech Republic

Petr Macek, Masaryk University, Czech Republic

Isabel Menezes, University of Porto, Portugal

Peter Noack, Friedrich-Schiller University, Germany

Nancy Papathanasiou, National and Kapodistrian University of Athens, Greece

Vassilis Pavlopoulos, National and Kapodistrian University of Athens, Greece

Jan Šerek, Masaryk University, Czech Republic

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Registration

Registration is required in order to grant access to the conference venue. Participants may register

online or on site. There are no registration fees. Registration includes full access to all conference

scientific sessions and interactive events, printed conference programme, badge, certificate of

attendance, Wi-Fi Internet connection, coffee breaks, and the welcome reception. Registration does

not include accommodation and lunches.

Venue

Amalia Hotel Athens, 10 Amalias ave., Syntagma Square, Athens 105 57, Greece

http://www.amaliahotelathens.gr/

Language

The official language of the conference is English.

Contact

Frosso Motti-Stefanidi (Chair)

Address: Department of Psychology

School of Philosophy (office 505)

National and Kapodistrian University of Athens

Panepistimiopoli, Zografos 157 84

Greece

E-mail: CATCH-EyoU@psych.uoa.gr; catcheyou.conference@gmail.com

URL: www.catcheyou.eu/conference2017

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Programme Overview

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Thursday, March 2

12:30 – 14:30 Registration

14:30 – 15:00 Welcome

15:00 – 15:30 Overview of CATCH-EyoU project

15:30 – 16:30 KEYNOTE LECTURE Imagining political futures: Young people’s new approaches to participation Ariadne Vromen

16:30 – 17:00 Coffee break

17:00 – 18:30 SYMPOSIUM European citizenship between nationalism and tolerance: Results from the CATCH-EyoU project Convenors: Petr Macek, Peter Noack

SYMPOSIUM School as a context for active young Europeans: How textbooks, teachers and students envision active citizenship in Europe today

Convenors: Isabel Menezes, Norberto Ribeiro

ORAL SESSION Contexts of political participation of European youth

19:00 Welcome reception

Friday, March 3

09:00 – 10:30 SYMPOSIUM In search of European youth active citizenship: Competing narratives, ethics, and epistemologies Convenor: Shakuntala Banaji

SYMPOSIUM School and country level contextual influences on youth citizenship competencies across Europe Convenor: Philipp Jugert

ORAL SESSION Radicalization/Extremism and alternative styles of political participation

10:30 – 11:30 KEYNOTE LECTURE Competences for democratic culture: Using education to empower youth Martyn Barrett

11:30 – 12:00 Coffee break

12:00 – 13:30 SYMPOSIUM Youth extremism and radicalization: Critical interventions Convenors: Hilary Pilkington, Alexandra Koronaiou

SYMPOSIUM European youth in the media landscape: Challenges and findings Convenor: Pina Lalli

ORAL SESSION The identity of European youth

13:30 – 14:00 POSTER SESSION

14:00 – 15:00 Lunch break

15:00 – 17:30 INTERACTIVE EVENT involving High School students

17:30 – 19:00 INTERACTIVE EVENT involving High School students (cont.)

INTERACTIVE EVENT involving Erasmus students

ORAL SESSION Digital participation of European youth

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Saturday, March 4

09:00 – 10:00 KEYNOTE LECTURE Are they truly radical? Representations of the social order, identities, ideologies and political engagement of young people in Europe Xenia Chryssochoou

10:00 – 10:30 Coffee break

10:30 – 12:00 ORAL SESSION Meanings and representations of democracy and political participation of European youth

ORAL SESSION Strategies and projects to promote youth active citizenship in Europe

ORAL SESSION European youth and in a changing world

INTERACTIVE EVENT The Youth Organizations Blvd

12:00 – 13:30 ROUND TABLE What promotes and what hinders young citizens to become active in European politics?

Moderators: Elvira Cicognani, Frosso Motti-Stefanidi

13:30 – 14:00 Closing of the conference

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Detailed Programme

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Thursday, March 2

12:30 – 14:30 Registration Ground Floor 14:30 – 15:00 Welcome Camelia Lefteris Papagiannakis, Vice Mayor, Migrant and Refugee Affairs, Municipality of Athens Haris Kountouros, European Parliament Information Office in Greece Kerstin Wilde, Project Advisor, Research Executive Agency, European Commission Tanya Basarab, EU-Council of Europe Youth Partnership Chair: Frosso Motti-Stefanidi, National and Kapodistrian University of Athens, Greece 15:00 – 15:30 Overview of CATCH-EyoU Project Camelia

Elvira Cicognani, CATCH-EyoU Project Coordinator, University of Bologna, Italy

15:30 – 16:30 Keynote Lecture Camelia

IMAGINING POLITICAL FUTURES: YOUNG PEOPLE’S NEW APPROACHES TO PARTICIPATION Ariadne Vromen, University of Sydney, Australia

Chair: Erik Amnå, Örebro University, Sweden

Young people participate in politics, but their participation mostly now occurs online and reflects the rise of engaged citizenship norms. Using original research data from The Civic Network project in Australia, UK and USA, we found that social media provides a space and set of tools for many young people to show symbolic solidarity, share information, make political statements, and issue calls to action. Yet at the same time, there is a deep reluctance to engage in politics on social media for fear of introducing conflict and disagreement into their everyday social networks. Social media is therefore not the panacea for re-engaging young people with democratic politics. In asking young people to imagine their own political futures we found deep concerns about inadequate political knowledge, and stories of political exclusion and disaffection. We need to scrutinise the underpinnings to continued political inequality, and challenge formal actors to better facilitate young people’s representation and inclusion.

16:30 – 17:00 Coffee break Mezzanine Hall

17:00 – 18:30 Symposium Camelia

EUROPEAN CITIZENSHIP BETWEEN NATIONALISM AND TOLERANCE: RESULTS FROM THE CATCH-EyoU PROJECT

Convenors: Petr Macek, Masaryk University, Czech Republic Peter Noack, Friedrich Schiller University Jena, Germany

Current events in Europe and the rest of the world are characterized by increasing interconnections and migration between different regions, but also by opposing tendencies towards ethnocentrism and xenophobia. This could represent a particular challenge to adolescents and young adults who

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strive to accomplish developmental tasks of forming their identity and sociopolitical attitudes. The aim of this symposium is to show the interconnections between different aspects of European citizenship of young people and their tolerant versus ethnocentric orientations. All papers employ survey data collected as a part of the CATCH-EyoU project in eight European countries in 2016. First paper (Enchikova et al.) will empirically establish a structure of youth active citizenship, embracing both behavioural and attitudinal components, and asses its relation to nationalist and tolerant attitudes. Second paper (Landberg et al.) will examine European citizenship from the perspective of identity. Specifically, it will present a typology of young people according to their identifications at various levels (country and European) and it will evaluate possible predictors and outcomes of these identifications. Third paper (Šerek et al.) will focus on the affective dimension of citizenship by showing how different worries about future of one’s country interact with feelings of alienation, producing tendencies toward greater nationalism and intolerance. Finally, last paper (Zani et al.) will study the behavioural dimension of citizenship by testing how different forms of cross-border mobility (e.g., short and long stays for different purposes, physical mobility versus virtual mobility) affect one’s attitudes toward democracy and tolerance. The concept of Active Citizenship in cross-cultural perspective Ekaterina Enchikova, Norberto Ribeiro, Tiago Neves, Pedro Ferreira, University of Porto, Portugal Being both – a European and a national citizen? Comparing young people’s identification with Europe and their home country and associations with engagement across eight European countries Monique Landberg, Katharina Eckstein, Friedrich Schiller University Jena, Germany Worrying never did anyone any good? The link between youth political alienation, worries, and intolerance Jan Šerek, Petr Macek, Masaryk University, Czech Republic Cross-border mobility among young Europeans: Implications of contact for attitudes toward democracy and tolerance toward immigrants Bruna Zani, Elvira Cicognani, Cinzia Albanesi, Davide Mazzoni, University of Bologna, Italy

Thursday, March 2, 17:00 – 18:30 Symposium Jasmine

SCHOOL AS A CONTEXT FOR ACTIVE YOUNG EUROPEANS: HOW TEXTBOOKS, TEACHERS AND STUDENTS ENVISION ACTIVE CITIZENSHIP IN EUROPE TODAY Convenors: Isabel Menezes, Norberto Ribeiro, University of Porto, Portugal Discussant: Manuel Loff, University of Porto, Portugal Discussions on the role of education in promoting active citizenship are as old as education itself, and until today research shows that education is a strong predictor of conventional (voting, e.g., Hadjar & Beck, 2010) and unconventional (petitions, boycotts, demonstrations, e.g., Stockemer, 2014) civic and political behaviours. The goals of the Catch-EyoU project involve not only identifying key discourses on the EU and youth active citizenship at in school textbooks and among teachers and students, but also to investigate potential tensions in these discourses. The papers in this symposium explore this by contrasting sources and actors, but also types of schools and tracks. This analysis will allow us to discuss the role of schools as significant contexts in the lives of young Europeans where, hopefully, they learn to speak out, express their views, confront and negotiate their differences and develop a “love of the world”.

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Different expectations in civic education: A comparison of upper secondary school textbooks in Sweden Cecilia Arensmeier, Jasmine Ivarsson, Örebro University, Sweden Textbooks as a tool to promote active citizenship. What do Italian teachers think? Cinzia Albanesi, Elvira Cicognani, University of Bologna, Italy

Europe goes to school: Portuguese textbooks and teachers' visions on the learning of European identity and citizenship in schools Filipe Piedade, Norberto Ribeiro, Tiago Neves, Manuel Loff, Isabel Menezes University of Porto, Portugal Modes and spaces of active citizenship according to Estonian students, teachers and textbooks Katrin Kello, University of Tartu, Estonia Thursday, March 2, 17:00 – 18:30 Oral Session Rose CONTEXTS OF POLITICAL PARTICIPATION OF EUROPEAN YOUTH Chair: Dagmar Strohmeier, University of Applied Sciences Upper Austria, Austria

Political participation and psychological engagement for the European Union: The importance of visions and worries for the future of Europe Dagmar Strohmeier, University of Applied Sciences Upper Austria, Austria Social communities as drivers in youth civic participation Maria Bruselius-Jensen, Niels Ulrik Sørensen, Aalborg University, Denmark Family, school and peer contexts as predictors of youth participation Antonella Guarino, Iana Tzankova, Elvira Cicognani, Bruna Zani, University of Bologna, Italy Beyond voting: Components and predictors of political participation and civic engagement among adolescents in Greece Vassilis Pavlopoulos, Dimitra Kostoglou, Georgia Tzima, Frosso Motti-Stefanidi National and Kapodistrian University of Athens, Greece Thursday, March 2, 19:00 Welcome reception Mezzanine Hall

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Friday, March 3

09:00 – 10:30 Symposium Camelia

IN SEARCH OF EUROPEAN YOUTH ACTIVE CITIZENSHIP: COMPETING NARRATIVES, ETHICS, AND EPISTEMOLOGIES Convenor: Shakuntala Banaji, London School of Economics and Political Science, UK How do adults and young people conceptualise digital citizenship and citizenship more broadly? How are these conceptualizations playing out in the academic and policy literatures? And what kinds of conceptual and methodological patterns emerge from systematic studies of these literatures? Ranging broadly across qualitative and quantitative methods to examine conceptualizations of youth active citizenship and participation in the extant cross-disciplinary literature, this panel asks what scholars, policymakers and practitioners really mean when they promote participation and active citizenship, and whether it is possible from such fuzzy and contested terms to elaborate a singular theory or practice of ‘European youth active citizenship’. From the argument that concepts of citizenship and citizenship education in relation to the digital landscape are evolving stripped of their socio-cultural and ethical underpinnings, to the finding that that studies connected to internal, status-based factors connected to European citizenship dominate the literature over those examining external, practice-based factors, our papers shake up comforting connections between citizenship, participation, and democracy. Citizenship education in the digital era: Challenges for the critical tradition Ioanna Noula, London School of Economics and Political Science, UK European youth active citizenship imaginaries: Conceptual insights and gaps in the academic literature Sam Mejias, Shakuntala Banaji, London School of Economics and Political Science, UK Framing young citizens and active citizenship: Towards a nuanced typology Shakuntala Banaji, London School of Economics and Political Science, UK 09:00 – 10:30 Symposium Rose SCHOOL AND COUNTRY LEVEL CONTEXTUAL INFLUENCES ON YOUTH CITIZENSHIP COMPETENCIES ACROSS EUROPE Convenor: Philipp Jugert, University of Leipzig, Germany In this symposium we bring together work that goes beyond looking at young people's civic competence from the perspective of individual resources and motivations. By taking a multi-level perspective, this work addresses the important question how contextual level factors on the school but also on the country-level affect young people's civic competences either directly or indirectly through moderating the influence of individual-level factors. Van Goethem examines how students' own perceptions of interdependence, moral responsibility, and agency with regard to community service but also their school-organized opportunities to reflect on these characteristics affects adolescents' civic competencies. Her results show that both individual perceptions but also school-organized opportunities for reflection matter. Eckstein et al. tested reciprocal dynamics between classroom climate and student's tolerance. Their findings underline the importance of a positive

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classroom climate for the development of young people's political attitudes. Šerek scrutinized country-level predictors of civic participation among European youth based on large-scale European surveys. He finds non-institutionalized participation to be less frequent in post-communist and less equal countries and civic participation at the European and international level to be less frequent in countries affected by economic crisis and with high number of youth not in employment or education. Lastly, Jugert examined classroom and country level contextual moderators of the association between national and European identity. His findings point to the powerful effects of context in shaping the relationship between national and European identity.

Explaining the effects of community service and reflection on adolescents' civic competences: The IMAR community service model Anne van Goethem, University of Amsterdam, The Netherlands

Reciprocal dynamics between classroom climate and students’ intolerant Attitudes: A multilevel perspective Katharina Eckstein1, Burkhard Gniewosz2, Peter Noack1 1 Friedrich Schiller University Jena, Germany 2 University of Salzburg, Austria

What contexts help young people to participate? Predicting country-level differences in civic participation among European youth Jan Šerek, Masaryk University, Czech Republic

Contextual moderators of the link between national and European identity Philipp Jugert, University of Leipzig, Germany Friday, March 3, 09:00 – 10:30 Oral Session Jasmine

RADICALIZATION/EXTREMISM AND ALTERNATIVE STYLES OF POLITICAL PARTICIPATION

Chair: Veronika Kalmus, University of Tartu, Estonia

Off the radar democracy: Insights from abroad of young people’s alternate acts of citizenship Lucas Walsh, Monash University, Australia Rosalyn Black, Deakin University, Australia

Breaking alienation. The role of radical right parties in boosting political engagement Erik Amnå, Örebro University, Sweden Jennifer Fitzgerald, Örebro University, Sweden; University of Colorado at Boulder, USA

Four routes to violent political activity Viktor Dahl, Örebro University, Sweden

Long-lasting shadows of (post)communism? Generational and ethnic divides in political and civic participation in Estonia Veronika Kalmus, Ragne Kõuts-Klemm, Mai Beilmann, Andu Rämmer, Signe Opermann University of Tartu, Estonia

Can sportive contexts be looked as a bridge (to fill the gap) between young Europeans and EU institutions? Teresa Silva Dias, Nuno Corte-Real, Isabel Menezes, António Manuel Fonseca University of Porto, Portugal

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Friday, March 3, 10:30 – 11:30 Keynote Lecture Camelia

COMPETENCES FOR DEMOCRATIC CULTURE: USING EDUCATION TO EMPOWER YOUTH Martyn Barrett, University of Surrey, UK

Chair: Bruna Zani, University of Bologna, Italy

This presentation will provide an overview of the Council of Europe project “Competences for Democratic Culture”. The project is developing a new European reference framework of the competences that enable people to participate effectively as democratic citizens within culturally diverse societies. The framework therefore specifies the competences that young people ought to acquire through the formal education process in order to become effective participatory citizens in such societies. For this reason, the framework will contain detailed guidance for ministries of education on curriculum design, pedagogical planning and assessment in civic/citizenship education for use at all levels of formal education ranging from preschool through to higher education. The framework, which has been strongly endorsed by European Education Ministers, will be used to inform educational decision-making and planning across Europe, enabling national educational systems to be harnessed for the preparation of young people for life as competent democratic citizens. The framework is designed to empower youth, by equipping them with the ability to function as autonomous social agents who are capable of choosing and pursuing their own goals in life within the context of democratic institutions and respect for human rights. Friday, March 3, 11:30 – 12:00 Coffee break Mezzanine Hall

Friday, March 3, 12:00 – 13:30 Symposium Camelia

YOUTH EXTREMISM AND RADICALIZATION: CRITICAL INTERVENTIONS Convenors: Hilary Pilkington, University of Manchester, UK Alexandra Koronaiou, Panteion University of Social and Political Sciences, Greece Discussant: Xenia Chryssochoou, Panteion University of Social and Political Sciences, Greece In the context of rising radical right wing populism across Europe and North America and security concerns about ‘home-grown’ Islamist violent extremism, this symposium brings a critical perspective to the discussion of youth radicalism and extremism. It brings together papers based on new survey, interview and ethnographic research from across Europe but with a specific focus on Greece, the UK and Norway. Contributions demonstrate that, while support for radical or extremist ideas is a minority position among young people across Europe, to view the radical right as a dangerous extremist fringe separate from a tolerant ‘mainstream’ is inadequate; views and experiences lie, rather, on a continuum. The contributors critically interrogate explanations of the rise of right wing extremism as a natural corollary of financial crisis and austerity, pointing to the role of previously emergent ideological and political affinities and networks. They challenge also the attribution of Islamist extremism to religious fundamentalism by pointing to the role of concrete political concerns and social grievance as well as the relational dimension of radicalization (seen, for example, in the interaction of radical Islamist and anti-Islam/far-right extremism). To address these criticisms, contributors point to the need for future research agendas to be shaped by a more social

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approach, which envisages extremism and radicalization as: complex (not linear); situational (emerging as the outcome of interaction including choice); emotional (as well as ideological); and dynamic (spatially and temporally). Finally, the symposium will consider the implications of these critical interventions for effective policy responses. Golden Dawn, austerity and young people: The rise of fascist extremism among young people in contemporary Greek society Alexandra Koronaiou, Evangelos Lagos, Alexandros Sakellariou, Stelios Kymionis, Irini Chiotaki-Poulou Panteion University of Social and Political Sciences, Greece Youth receptivity to radical right agendas: What do we know? And why does it matter? Hilary Pilkington, University of Manchester, UK Radical right wing anti-Islamism versus radical Islam in the Norwegian youth context: Polarising relations with global roots Viggo Jan Vestel, NOVA, HiOA, Norway

Friday, March 3, 12:00 – 13:30 Symposium Jasmine

EUROPEAN YOUTH IN THE MEDIA LANDSCAPE: CHALLENGES AND FINDINGS Convenor: Pina Lalli, University of Bologna, Italy The media represent one of the key actors in the public European debate. In particular, news media play a crucial role in the selection of problems that deserve public attention, as well as in the process of opinion formation of European audiences, who have to think of their citizenship also as transcending the level of the nation-state. Thus, if we are interested in gaining knowledge regarding how young people in Europe construct their social identity and see their role as citizens within the European public sphere, we have much to learn about the way they look for information. This issue appears all the more relevant since surveys and studies have indicated that youth are growing progressively disenfranchised from the mainstream media, while privileging online sources that are often positioned at the intersection of information, entertainment, fiction, youth culture, and advertising. This symposium intends to focus on youth and media consumption in Europe from different perspectives – both geographical and methodological – with the goal of opening a debate on young people’s experiences and practices of information and on the main mediated symbolic environments that can contribute to the structuring of their political knowledge and opinions, as well as of their political and civic agency, but also of their notion of the European Union. Among the issues touched upon by the papers included in the symposium are: online journalism and the new forms of news outlets targeted to young people; youth and levels of trust in the media; the role of television indirect infotainment; the national perspectives of mainstream news stories. Disrupting the boundaries of classic news: Youth in search of hybrid knowledge Pina Lalli, Claudia Capelli, University of Bologna, Italy That’s all very nice, but…”. A humorous approach to Portuguese politics Filipe Piedade, Dalila Coelho, Hugo Santos, Mariana Rodrigues, Pedro Ferreira, Tiago Neves, Isabel Menezes, University of Porto, Portugal Invisible, vulnerable, terrible: (Young Europeans bracketed out from) the EU-related media agenda Johana Kotišová, Jakub Macek, Masaryk University, Czech Republic

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Young People’s Trust in Media: Between Mainstream and Alternative News Sources Alena Macková, Jan Šerek, Jakub Macek, Masaryk University, Czech Republic Friday, March 3, 12:00 – 13:30 Oral Session Rose THE IDENTITY OF EUROPEAN YOUTH Chair: Andu Rämmer, University of Tartu, Estonia A critical perspective on “NEET” category. Exploring the overlapping between education employment and training and the spread of unpaid work Andrea Pirni, Luca Raffini, University of Genoa, Italy Exploring the antecedents of youth political engagement: Reflections from a European comparative ethnography Sevasti-Melissa Nolas, Christos Varvantakis, University of Sussex, UK The role of identity in the recall of positive and negative events within extreme political conditions Panagiota Ropoki, Anna Madoglou, Dimitris Kalamaras Panteion University of Social and Political Sciences, Greece Some aspects of social and political engagement among young people from different ethnic groups in Estonia Andu Rämmer, University of Tartu, Estonia Friday, March 3, 13:30 – 14:00 Poster Session Mezzanine Hall European Identity: Identity, sense of belonging, stereotypes in today young Europeans. An empirical contribution Laura Birtolo, Giosef, Italy Intercultural competence – a gendered issue?! Analysis of differences in intercultural competence in a Danish and Norwegian sample of upper secondary school students Trond Solhaug, Niels Nørgaard Kristensen, Norwegian University of Science and Technology, Norway Youth neither in employment, or education and training in Estonia and in the European Union Kärt Padur, Tallinn University of Technology, Estonia How civil society engagement leads to political participation? Learnings from young active Europeans in Bosnia-Herzegovina, Kosovo, and Serbia Michaela Griesbeck, Eva Tamara Asboth, Christina Krakovsky, University of Vienna, Austria Community service experience of undergraduate counselling students Figen Çok, Nergis Hazal Yılmaztürk, TED University, Turkey The good European citizen: Person-centred analysis of citizenship norms and their correlates in young people from eight European countries Iana Tzankova, Antonella Guarino, Elvira Cicognani, Bruna Zani, University of Bologna, Italy Being NEET. Drawing a profile of Italian young adults living in Campania region Anna Parola, Lucia Donsì, University of Naples Federico II, Italy

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Developing civic engagement through service-learning: A case study in Italy Christian Compare, Bruna Zani, University of Bologna, Italy Relationship between community service involvement and basic empathy levels: Determination and improvements of community service participation among TED University students Nergis Hazal Yılmaztürk, Burcu Ünal, Aybüke İnan, Tuğçe Temizöz, TED University, Turkey Exploring civic attitudes and skills within Youth Parliament simulation educational programme Eleni Makri1, Filotheos Ntalianis2, Vasileios Svolopoulos3 1 Hellenic Parliament Foundation, Greece 2 University of Piraeus, Greece 3 Hellenic Parliament, European Programs Implementation Service, Greece Youth policies in Italy. Where are we? Davide Mazzoni, Chiara Cifatte, Elvis Mazzoni, University of Bologna, Italy Move Your Body Semanur Uyan, TED University, Turkey Coping strategies and expectation of NEET youth towards labour market Viivi Krönström, Tallinn University, Estonia Patterns and resources for civic engagement of young people in Finland Pia Nyman-Kurkiala, Mikael Nygård, Patrik Söderberg, Jacob Kurkiala Åbo Akademi University, Finland Trust in media revisited: On theorizing and measuring young people's trust in news and information sources Štěpán Žádník, Jakub Macek, Alena Macková, Masaryk University, Czech Republic Friday, March 3, 14:00 – 15:00 Lunch break Mezzanine Hall Friday, March 3, 15:00 – 17:30 Interactive Event Camelia, Jasmine, Rose INTERACTIVE EVENT INVOLVING HIGH SCHOOL STUDENTS

Facilitators: Elvira Cicognani, University of Bologna, Italy Erik Amnå, Örebro University, Sweden Isabel Menezes, University of Porto, Portugal

The interactive event involving High School students will present the first outcomes of the intervention on youth active citizenship performed within the CATCH-EyoU project. Students from High Schools in five countries will present and discuss their work and will welcome feedback and suggestions from conference participants. Three parallel thematic sessions will be organised, based on the topics of the students’ projects. The schools involved are the following: Liceo Attilio Bertolucci, Parma, Italy Gymnazium Zdar nad Sazavou, Brno, Czech Republic Lobdeburgschule, Jena, Germany Escola Secundária Dr. Joaquim Gomes Ferreira Alves, Porto, Portugal Alléskolan, Hallsberg, Sweden

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Friday, March 3, 17:30 – 19:00 Interactive Event Camelia INTERACTIVE EVENT INVOLVING HIGH SCHOOL STUDENTS (cont.) Friday, March 3, 17:30 – 19:00 Interactive Event Jasmine INTERACTIVE EVENT INVOLVING ERASMUS STUDENTS Facilitators: Lorenzo Floresta, Italian Youth Forum; CATCH-EyoU International Youth Panel Alessandra Coppola, Italian Youth Forum Laura Birtolo, Italian Youth Forum This session, coordinated by the CATCH-EyoU International Youth Panel, will present a simulation game, in the form of a debate, aiming to explore the conditions and potential obstacles in the dialogue of European youth with EU institutions. Friday, March 3, 17:30 – 19:00 Oral Session Rose DIGITAL PARTICIPATION OF EUROPEAN YOUTH Chair: Eleni Makri, Hellenic Parliament Foundation, Greece Project EUth - Tools and tips for mobile and digital youth participation in and across Europe Evaldas Rupkus, EUth Consortium International Youth Service of the Federal Republic of Germany, Germany Exploring civic attitudes and skills within advanced intelligent systems context: The case of METALOGUE Eleni Makri1, Dimitris Spiliotopoulos2, Dimitris Koryzis3, Vasileios Svolopoulos3, Panagiotis Brinias3 1 Hellenic Parliament Foundation, Greece 2 FORTH Institute of Computer Science, Greece 3 Hellenic Parliament, European Programs Implementation Service, Greece Digital religion, a tool for dialogue among Catalan youth? Josep Lluís Micó Sanz, Míriam Díez Bosch, Alba Sabaté Gauxachs, Ramon Llull University, Spain STEP: Societal and political engagement of young people in environmental issues Maria Vogiatzi, Christodoulos Keratidis, Panagiota Syropoulou, Pantelis Pekakis, Machi Simeonidou DRAXIS Environmental SA, Greece

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Saturday, March 4

09:00 – 10:00 Keynote Lecture Camelia ARE THEY TRULY RADICAL? REPRESENTATIONS OF THE SOCIAL ORDER, IDENTITIES, IDEOLOGIES AND POLITICAL ENGAGEMENT OF YOUNG PEOPLE IN EUROPE Xenia Chryssochoou, Panteion University of Social and Political Sciences, Greece Chair: Frosso Motti-Stefanidi, National and Kapodistrian University of Athens, Greece This presentation will reflect on the current state of young people’s political engagement with a focus on Europe. What are the messages that we can draw looking at the diverse picture of youth’s political behaviours and what social and political psychology can contribute to their understanding? Informed by theories and research on representations of the social order, social identities and ideologies, I will re-visit the term radical in order to understand what is really at stake when young people engage in violent political actions and how these actions reflect a particular representation of the social order and impact on their identities. Examples will be drawn from different forms of activism in relation to the December 2008 revolt of youth in Greece but also from young Muslims engagement with extreme ideologies. 10:00 – 10:30 Coffee break Mezzanine Hall 10:30 – 12:00 Oral Session Camelia MEANINGS AND REPRESENTATIONS OF DEMOCRACY AND POLITICAL PARTICIPATION OF EUROPEAN YOUTH Chair: Petr Macek, Masaryk University, Czech Republic Party choice and family influence in the age of modernity: Students’ reflections on sources of political influence on their party choice as first time voters in a Norwegian election Trond Solhaug, Niels Nørgaard Kristensen, Norwegian University of Science and Technology, Norway Social representations of “apolitical” citizens regard to the type of political engagement among Greek youth Katerina Karageorgou, Anna Madoglou, Dimitris Kalamaras Panteion University of Social and Political Sciences, Greece The democratic culture of young people in Albania Edita Fino, Natallia Sianko, Mark Small, University Marin Barleti, Albania Meanings of democracy: How Czech adolescents talk about of democracy and attitudes toward immigrants Zuzana Scott, Petr Macek, Masaryk University, Czech Republic Youth, citizenship and democracy – Findings from a youth survey in two Nordic regions Jan Grannäs, University of Gävle, Sweden Pia Nyman-Kurkiala, Jacob Kurkiala, Henrik Kurkiala, Åbo Akademi University, Finland

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10:30 – 12:00 Oral session Jasmine

STRATEGIES AND PROJECTS TO PROMOTE YOUTH ACTIVE CITIZENSHIP IN EUROPE Chair: Airi-Alina Allaste, Tallinn University, Estonia European youth reinvent democracy in the digital era and propose actions and projects to increase their civil and political participation Yiannis Laouris, Maria Georgiou, Future Worlds Centre, Cyprus Sharing the journeys: Combining political activism and civic engagement in youth alternative styles of participation Ilaria Pitti, Örebro University, Sweden Youth-adult partnerships promoting youth civic and community participation Micaela Lucchesi, ISPA - Instituto Universitário, Italy Citizenship education: Meanings of young activists and attitudes of youth policy makers Airi-Alina Allaste, Mai Beilmann, Tallinn University, Estonia Framing European youth Jasmine Ivarsson, Örebro University, Sweden

Saturday, March 4, 10:30 – 12:00 Oral Session Rose

EUROPEAN YOUTH IN A CHANGING WORLD Chair: Anu Toots, Tallinn University, Estonia Neither active nor passive! Standby citizens and the theory of connective action Behzad Fallahzadeh, University of Heidelberg, Germany Erik Amnå, Örebro University, Sweden What predicts attitudes towards immigration and free movement among European adolescents? Anu Toots, Tõnu Idnurm, Tallinn University, Estonia Living in a suburb area. Which future for the Youth of the Metropolitan City of Naples? Agostino Carbone, Caterina Arcidiacono, University of Naples Federico II, Italy Factors influencing science communication process in Latvia Justīne Vīķe, Rīga Stradiņš University, Latvia Saturday, March 4, 10:30 – 12:00 Interactive Event Mezzanine Hall YOUTH ORGANIZATIONS BLVD Facilitator: Domniki Kouitzoglou, Greek Youth Forum; CATCH-EyoU International Youth Panel This session, coordinated by the CATCH-EyoU International Youth Panel, consists of an exhibition of projects and activities carried out by local youth organizations, as follows:

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AEGEE-Athina, www.aegee-athina.gr AIESEC, aiesec.org AIESEC in Athens – Athens University of Economics and Business, www.aiesec.gr Association of Social Responsibility for Children and Youth, www.skep.gr Club for UNESCO of Piraeus and Islands, unescopireas.gr Erasmus Student Network Greece, www.esngreece.gr European Democrat Students, edsnet.eu Hellenic Youth Participation, hellenicyouthparticipation.com Όμιλος Νέων, Επιστημόνων και Επαγγελματιών HU.M.A.N.S., www.humans.gr Scientific Society of Hellenic Medical Students, www.eefie.org Scouts of Greece, www.sep.org.gr To Potami Youth political party, topotami.gr Saturday, March 4, 12:00 – 13:30 Round Table Camelia WHAT PROMOTES AND WHAT HINDERS YOUNG CITIZENS TO BECOME ACTIVE IN EUROPEAN POLITICS? Moderators: Elvira Cicognani, University of Bologna, Italy Frosso Motti-Stefanidi, National and Kapodistrian University of Athens, Greece

Panel members: Erik Amnå, Professor of Political Science, Örebro University, Sweden Yannos Livanos, Former Secretary General, Secretariat of Youth, Greece Eva Majewski, Secretary General, Young Causus of CDU/CSU in the German Bundestag; CATCH-EyoU International Youth Panel, Germany Monica Menapace, Open and Inclusive Societies, Directorate-General for Research and Innovation, European Commission Nancy Papathanasiou, Scientific Coordinator, Psychological Support Hotline for LGBT, Greece Saturday, March 4, 13:30 – 14:00 Closing Camelia

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Abstracts

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Thursday, March 2

15:30 – 16:30 Keynote Lecture Camelia

IMAGINING POLITICAL FUTURES: YOUNG PEOPLE’S NEW APPROACHES TO PARTICIPATION Ariadne Vromen, University of Sydney, Australia Young people participate in politics, but their participation mostly now occurs online and reflects the rise of engaged citizenship norms. Using original research data from The Civic Network project in Australia, UK and USA, we found that social media provides a space and set of tools for many young people to show symbolic solidarity, share information, make political statements, and issue calls to action. Yet at the same time, there is a deep reluctance to engage in politics on social media for fear of introducing conflict and disagreement into their everyday social networks. Social media is therefore not the panacea for re-engaging young people with democratic politics. In asking young people to imagine their own political futures we found deep concerns about inadequate political knowledge, and stories of political exclusion and disaffection. We need to scrutinise the underpinnings to continued political inequality, and challenge formal actors to better facilitate young people’s representation and inclusion. 17:00 – 18:30 Symposium Camelia

EUROPEAN CITIZENSHIP BETWEEN NATIONALISM AND TOLERANCE: RESULTS FROM THE CATCH-EyoU PROJECT Convenors: Petr Macek, Masaryk University, Czech Republic Peter Noack, Friedrich Schiller University Jena, Germany Current events in Europe and the rest of the world are characterized by increasing interconnections and migration between different regions, but also by opposing tendencies towards ethnocentrism and xenophobia. This could represent a particular challenge to adolescents and young adults who strive to accomplish developmental tasks of forming their identity and sociopolitical attitudes. The aim of this symposium is to show the interconnections between different aspects of European citizenship of young people and their tolerant versus ethnocentric orientations. All papers employ survey data collected as a part of the CATCH-EyoU project in eight European countries in 2016. First paper (Enchikova et al.) will empirically establish a structure of youth active citizenship, embracing both behavioural and attitudinal components, and asses its relation to nationalist and tolerant attitudes. Second paper (Landberg et al.) will examine European citizenship from the perspective of identity. Specifically, it will present a typology of young people according to their identifications at various levels (country and European) and it will evaluate possible predictors and outcomes of these identifications. Third paper (Šerek et al.) will focus on the affective dimension of citizenship by showing how different worries about future of one’s country interact with feelings of alienation, producing tendencies toward greater nationalism and intolerance. Finally, last paper (Zani et al.) will study the behavioural dimension of citizenship by testing how different forms of cross-border mobility (e.g., short and long stays for different purposes, physical mobility versus virtual mobility) affect one’s attitudes toward democracy and tolerance.

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The concept of Active Citizenship in cross-cultural perspective Ekaterina Enchikova, Norberto Ribeiro, Tiago Neves, Pedro Ferreira, University of Porto, Portugal Erik Amnå, Örebro University, Sweden Shakuntala Banaji, London School of Economics and Political Science, UK Elvira Cicognani, University of Bologna, Italy Veronika Kalmus, University of Tartu, Estonia Petr Macek, Masaryk University, Czech Republic Isabel Menezes, University of Porto, Portugal Frosso Motti-Stefanidi, National and Kapodistrian University of Athens, Greece Peter Noack, Friedrich Schiller University Jena, Germany Although the concept of Active Citizenship is widely used and intuitively comprehensible, there is no consensus on its precise definition. There is a number of concepts connected with Active Citizenship, such as political and civic engagement, conventional and non-conventional forms of political and civic participation, civic and citizenship education, civic skills, civic rights and responsibilities, social integration and communication, disengagement and political apathy, and others (Barrett & Zani, 2014). The overview of different studies shows that the definition of Active Citizenship may vary depending on the research interest, political situation, historical and cultural context (Torney-Purta et al., 2015). Thus, the question arises if a single definition can be valid for different groups of people. This presentation will contribute to the definition of Active Citizenship by investigating its structure and components across countries and age groups. Based on the data from Catch-EyoU questionnaire, this study will seek to answer the questions of structural measurement invariance and cross-cultural differences using Structural Equation Modelling (SEM) and Item Response Theory (IRT). As a result, we plan to present a valid and reliable methodology for cross-cultural comparisons of Active Citizenship that will take into account cultural differences of the construct or prove their irrelevance. Finally, we will investigate the relationships between Active Citizenship and the relevant social dimensions (such as nationalism and attitudes towards immigration) across countries. Being both – a European and a national citizen? Comparing young people’s identification with Europe and their home country and associations with engagement across eight European countries Monique Landberg, Katharina Eckstein, Friedrich Schiller University Jena, Germany Erik Amnå, Örebro University, Sweden Shakuntala Banaji, London School of Economics and Political Science, UK Elvira Cicognani, University of Bologna, Italy Veronika Kalmus, University of Tartu, Estonia Petr Macek, Masaryk University, Czech Republic Isabel Menezes, University of Porto, Portugal Frosso Motti-Stefanidi, National and Kapodistrian University of Athens, Greece Peter Noack, Friedrich Schiller University Jena, Germany It is a well-established fact that forming a mature and coherent political identity is one developmental task in adolescence and young adulthood. However, given different degrees of commitment on the regional, national, and European level, the question remains whether young people’s identification varies among those spheres? Drawing on data from the Catch-EyoU-project, it was the goal of this study to examine whether young people can be classified according to their commitment toward their home country and their attitude toward Europe. The study based on young people from the Czech Republic, Germany, Great Britain, Greece, Estonia, Italy, Portugal, and Sweden (N=1,300; Mage=19.91). Cluster analysis revealed that a five-cluster solution composed of (1) high EU, high NAT identification (n=556), low EU, low NAT identification (n=146), (3) moderate EU, moderate NAT identification (n=328), (4) low EU, high NAT identification (n=196), and (5) high EU,

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low NAT identification (n=73) fit the data best. Multinomial regression analyses pointed to significant differences between the groups according to age, gender, and country of origin. Whereas male participants in particular were more likely than female participants to be in the low EU/high NAT-group, older participants were more likely than younger participants to be in the high EU/high NAT as well as in the high EU/low NAT-group. Besides, results also pointed to significant differences according to country of origin. The study discusses these findings, together with differences across the groups in terms of (psychological) engagement (i.e., civic participation, internal efficacy, information seeking), in detail. Worrying never did anyone any good? The link between youth political alienation, worries, and intolerance Jan Šerek, Petr Macek, Masaryk University, Czech Republic Erik Amnå, Örebro University, Sweden Shakuntala Banaji, London School of Economics and Political Science, UK Elvira Cicognani, University of Bologna, Italy Veronika Kalmus, University of Tartu, Estonia Isabel Menezes, University of Porto, Portugal Frosso Motti-Stefanidi, National and Kapodistrian University of Athens, Greece Peter Noack, Friedrich Schiller University Jena, Germany Feelings of uncertainty about subjectively important social issues and political alienation are expected to produce phenomena such as out-group derogation, pressure to opinion uniformity, support for autocratic decision-making, or support for extreme ideologies (e.g., Hogg & Blaylock, 2012). In this paper, we will examine whether adolescents’ and young adults’ worries about the future of their country and their alienation from the institutions responsible for handling these worries do predict greater intolerance, authoritarianism and nationalism in young people. Employing data collected from 16 to 26-year-olds in eight European countries as a part of the CATCH-EyoU project, we aim to achieve several goals. First, we will present age, gender, socioeconomic and cross-national comparisons of worries in different domains (political, economic, immigration) and political alienation at different levels (national, European). Second, we will examine whether worries and alienation constitute consistent individual-level patterns, reflecting different orientations of young people toward future development in the society. Finally, we will test whether the individual orientation characterized by increased worries and alienation from institutions, compared to other orientations, does predict the inclination toward intolerant and authoritarian attitudes. Results will be discussed with respect to the role of emotions in political and civic socialization of young Europeans. Cross-border mobility among young Europeans: Implications of contact for attitudes toward democracy and tolerance toward immigrants Bruna Zani, Elvira Cicognani, Cinzia Albanesi, Davide Mazzoni, University of Bologna, Italy Erik Amnå, Örebro University, Sweden Shakuntala Banaji, London School of Economics and Political Science, UK Veronika Kalmus, University of Tartu, Estonia Petr Macek, Masaryk University, Czech Republic Isabel Menezes, University of Porto, Portugal Frosso Motti-Stefanidi, National and Kapodistrian University of Athens, Greece Peter Noack, Friedrich Schiller University Jena, Germany During adolescence and young adulthood, individuals gradually develop attitudes toward a variety of others who are very different from themselves and from their families. In this process, the opportunity to get in contact with people from different cultures can have an important role (Cao,

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Galinsky, & Maddux, 2013). Under certain circumstances, intergroup contact can reduce prejudice toward specific outgroups and promote more general tolerant feelings toward different cultures. In this sense, for many youths, cross-border mobility, and the resulting social experiences, may represent an important chance for developing democratic attitudes and tolerance toward immigrants. The latter can be considered important dimensions of young people active EU citizenship. The aim of this contribution is to investigate the relationship between different forms of cross-border mobility, attitudes toward democracy and tolerance toward immigrants. The analyses are based on the data from a multinational survey, including samples from eight European countries, as part of the project CATCH-EyoU. Measures include demographics (gender, age: 16-18 and 20-26 yrs old), mobility experiences, virtual cross-border contacts, attitudes toward democracy and tolerance toward immigrants and refugees. Results demonstrate the existence of different patterns individual mobility, combining short and long stays for different purposes. The specific contribution of physical forms of mobility to the development of attitudes toward democracy and tolerance is considered with respect to other forms of virtual contact. The results are analyzed in regard to the specific features and conditions that make mobility to have a positive or null effect on the development of positive attitudes toward democracy and immigrants. Implications for future youth mobility programmes across Europe will be discussed. Thursday, March 2, 17:00 – 18:30 Symposium Jasmine

SCHOOL AS A CONTEXT FOR ACTIVE YOUNG EUROPEANS: HOW TEXTBOOKS, TEACHERS AND STUDENTS ENVISION ACTIVE CITIZENSHIP IN EUROPE TODAY Convenors: Isabel Menezes, Norberto Ribeiro, University of Porto, Portugal Discussant: Manuel Loff, University of Porto, Portugal Discussions on the role of education in promoting active citizenship are as old as education itself, and until today research shows that education is a strong predictor of conventional (voting, e.g., Hadjar & Beck, 2010) and unconventional (petitions, boycotts, demonstrations, e.g., Stockemer, 2014) civic and political behaviours. The goals of the Catch-EyoU project involve not only identifying key discourses on the EU and youth active citizenship at in school textbooks and among teachers and students, but also to investigate potential tensions in these discourses. The papers in this symposium explore this by contrasting sources and actors, but also types of schools and tracks. This analysis will allow us to discuss the role of schools as significant contexts in the lives of young Europeans where, hopefully, they learn to speak out, express their views, confront and negotiate their differences and develop a “love of the world”.

Different expectations in civic education: A comparison of upper secondary school textbooks in Sweden Cecilia Arensmeier, Jasmine Ivarsson, Örebro University, Sweden The article compares textbooks in social studies and English in Swedish upper secondary school, with focus on the civic education task of developing citizens with democratic value-orientations, abilities and knowledge. The books are examined in terms of topics covered, extension and depth in the coverage, and level of complexity and problematizing. The analysis shows that the expectations on student capacity and on their future role as citizens differ. With some nuances, the books for vocational study programmes are generally more basic and shallow, and demand and expect less of the students, compared to the books on university preparatory programmes. In the long run, this might have consequences for peoples' possibilities to be politically active and thus for political equality.

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Textbooks as a tool to promote active citizenship. What do Italian teachers think? Cinzia Albanesi, Elvira Cicognani, University of Bologna, Italy According to Schissler (1990) textbooks play central role in classrooms, because they structure the teaching-learning processes and anchor “the political and social norms of a society”. Anderson (1991) argues that textbooks have traditionally been designed to create loyal citizens and a culturally homogenous society with distinct national boundaries; this tradition, however, is challenged by migration and the emergency of new transnational identities, like the European one. Textbooks, according to recent analysis conducted in different countries (Soysal and Schissler 2005; Faas, 2011; Çayır, 2015), now include narratives of diversity, references to different groups with an attempt to “rewrite” national narratives in more inclusive and multicultural terms. Has the tradition of textbooks been challenged by the emergency of new forms of civic and political engagement? Do textbooks include narratives of critical citizenship and of young critical (vs. loyal) citizens? To our knowledge this kind of analysis has not been performed yet. Based on these premises, aim of this paper is twofold: to analyse to what extent Italian textbooks used in secondary education deals with these challenges and to understand the perspective of Italian teachers on these issues. We have analysed 6 different disciplinary textbooks (ESL, History and Citizenship Education) currently most used in Italy, and interviewed 20 teachers, from 5 different Italian schools. Preliminary results show that narrative of diversity can be found in Italian textbooks, but they rarely deal with youth active and critical citizenship. Overall teachers recognize many limits of textbooks, and propose a limited set of strategies to overcome them.

Europe goes to school: Portuguese textbooks and teachers' visions on the learning of European identity and citizenship in schools Filipe Piedade, Norberto Ribeiro, Tiago Neves, Manuel Loff, Isabel Menezes University of Porto, Portugal The papers contrast and compares visions of European identity and citizenship that emerge from the analysis of textbooks of History, Citizenship and EFL with the perspective that teachers from those disciplines. The analysis of textbooks reveals the relative absence of topics concerning the EU, including not only discussion of Europe and a locus of sense of belonging but also a locus for a European active citizenship. Interviews with teachers allow us to explore how these absences are dealt with in real schools, and how, against all odds, European identity and politics emerge (or not) in the daily life of teachers and students.

Modes and spaces of active citizenship according to Estonian students, teachers and textbooks Katrin Kello, University of Tartu, Estonia Conceptualising ‘active citizenship’ in a broad way, the presentation will analyse how young people’s lifeworlds and active citizenship are represented by upper secondary students, teachers, and in a sample of school textbooks in Estonia. Each part of young people’s lifeworlds (e.g. school, work, hobbies and leisure) can be interpreted in different ways with regard to their potential for active citizenship. Modes of active citizenship are determined by the time available, by the spaces where the people spend their time, as well as by understandings of what it means to be young. For example, both ‘school’ or ‘home’ can be represented as places where a lot of studying takes place, so that no time and energy is left for other activities. But they can also be represented as spaces for practicing ‘civic talk’, learning about participation opportunities, and finding motivation. It is not unusual for Estonian youth to work part-time during their upper secondary studies. Work, too, can be represented either as hindrance or gateway to participation in the society. The data – textbooks, interviews and group discussions – reflect how expectations of young people, and what they are

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given credit for, varies between contexts. Another focus of the presentation will be possibilities to support young people’s initiative and activism, as represented in the data. Thursday, March 2, 17:00 – 18:30 Oral Session Rose CONTEXTS OF POLITICAL PARTICIPATION OF EUROPEAN YOUTH

Political participation and psychological engagement for the European Union: The importance of visions and worries for the future of Europe Dagmar Strohmeier, University of Applied Sciences Upper Austria, Austria It was investigated whether the visions and worries for the future of Europe of young persons aged 16 to 25 years translate into conventional and non-conventional political participation and psychological engagement for the European Union. The main theoretical idea of the present study is that two mechanisms are driving participatory behaviour for the European Union. To begin with, we assume that the content of the visions and worries of a future Europe matters. Second, we hypothesize that more generalized efficacy believes are important as well. To test this theoretical idea, a mixed method study was conducted in seven European countries. Based on qualitative interviews a comprehensive list of 39 future visions and 31 future worries was developed and integrated in a large scale Pan-European quantitative survey. Young people also filled in validated scales to measure internal, external and collective efficacy as well as conventional and non-conventional political participation and psychological engagement. In Austria, 1348 young persons aged 16 to 25 years answered the online-survey. Exploratory factor analyses were conducted to check the newly developed worries and visions scales. Result revealed that conventional political participation (=future voting) was not associated with any worry or vision among the Austrian youth. It was also revealed that internal efficacy but not external or collective efficacy was moderately related with the 3 kinds of participatory behaviours. To summarize, the present study breaks innovative grounds to better understand some of the correlates for different kinds of political participation on the European level among young people. Social communities as drivers in youth civic participation Maria Bruselius-Jensen, Niels Ulrik Sørensen, Aalborg University, Denmark Social relations are key drivers in young people’s participation, including civic engagement. This presentation identifies six major orientations as drivers for how Danish youth prioritize participation in social communities. Data consists of 12 qualitative interviews with Danish youth (aged 15-30) focusing on their social communities and friendships; What kind of communities are significant and how? How are they practiced and what is their impact? Despite contemporary sociological characterizations of social communities as detraditionalized (Giddens, 1994) and young people as individualized (Beck & Beck-Gernshaim, 2015), at a first glance, this study indicates that young people’s social communities match traditional structures; Family is central, so is school and other institution related communities. Danish youth is also engaged in a range of leisure and interest-based communities and digital arenas are mainly used to maintain existing communities. However, social communities are not perceived as manifest and natural by the young people. Community participation involves endless maintenance and investments of time and attention, and, thus, is also subject of prioritization. The study identifies six major drivers for how young people prioritize community engagement. These are orientations towards (1) Intimacy & affirmation, (2) self-realization and self-approval, (3) ideals and visions for a better society, (4) obligation and continuity, (5) work and prosperity, (6) festivity and youth culture. The presentation will explore how these orientations affect young people’s community participation and discuss the implications of the findings for how we perceive contemporary drivers for youth civic engagement.

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Family, school and peer contexts as predictors of youth participation Antonella Guarino, Iana Tzankova, Elvira Cicognani, Bruna Zani, University of Bologna, Italy The theoretical framework of Social Political Development (Watts et al., 2003) aims to explain the processes by which individuals acquire knowledge, skills and the capacity for action in political and social systems necessary to improve civic engagement. The literature has confirmed that youth civic and political participation is influenced by school climate (Torney-Purta et al., 2001), and in particular the dimension of openness (Azevedo & Menezes, 2007); by positive relations with peers (Yates & Youniss, 1998) and a sense of solidarity at school (Flanagan et al., 1998); and by families who are civically active and encourage social responsibility (Flanagan et al., 1998). The aim of this study is to examine the influence of the family, peer group and school on adolescents’ forms of engagement. Participation is measured by 18 items on a 5 point Likert scale that refer to civic, political conventional and non-conventional participation. This study is part of Catch- EyoU project. The sample includes 272 Italian adolescents (Mage=16.4 years, SD=.75). Regression analyses indicated that family engagement and the motivational support of parents, peer support, the opportunity to influence their school and the possibility to have voice in classroom emerge as predictors of youth participation. Considering each participative behaviour separately - peer support predicts almost all forms of participation; family support enhances a variety of political and online actions, while family engagement influences more specific engagement, such as volunteering and taking part in manifestations; finally, the possibility to take seriously youth voices predicts political involvement and protesting, both online and offline. Beyond voting: Components and predictors of political participation and civic engagement among adolescents in Greece Vassilis Pavlopoulos, Dimitra Kostoglou, Georgia Tzima, Frosso Motti-Stefanidi National and Kapodistrian University of Athens, Greece Youth political participation is a controversial issue with significant theoretical and social implications. This paper presents data from the Greek contribution to Catch-EyoU, an interdisciplinary consortium for the study of European youth active citizenship. The sample consisted of 589 adolescents, aged 14-17, who were enrolled in 11 secondary schools from four regions, including Athens. Self-reports were collected on a number of measures extracted after an extensive literature review. Four components of civic engagement emerged, namely conventional (proactive support of a political cause), activism (reactive protest against power), online (through the Internet), and volunteering (working for a community/social cause). Predictors of the above varied considerably: Conventional participation was equally related to individual (e.g., political efficacy, political interest) and proximal level variables (e.g., perceived discrimination, school participation, family praise). Activism was predicted mostly by variables involving interactions of adolescents with their proximal environments (e.g., community participation, multinational friends) as well as by societal factors (income, citizenship norms). This pattern was even more pronounced in volunteering, where micro-level predictors (esp. school and friends political engagement) were prominent. The opposite was true for online participation, which was predicted mainly by individual variables, but also from media exposure and religiosity. Volunteering and online participation were mobilized mostly by positive perceptions and experiences of adolescents, while active participation was triggered by negative motives, such as perceived inequality and attitudes rejecting EU conventional citizenship. Our findings suggest that civic engagement involves complex processes leading to potentially diverse outcomes with significant ideological implications.

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Friday, March 3

09:00 – 10:30 Symposium Camelia

IN SEARCH OF EUROPEAN YOUTH ACTIVE CITIZENSHIP: COMPETING NARRATIVES, ETHICS, AND EPISTEMOLOGIES Convenor: Shakuntala Banaji, London School of Economics and Political Science, UK How do adults and young people conceptualise digital citizenship and citizenship more broadly? How are these conceptualizations playing out in the academic and policy literatures? And what kinds of conceptual and methodological patterns emerge from systematic studies of these literatures? Ranging broadly across qualitative and quantitative methods to examine conceptualizations of youth active citizenship and participation in the extant cross-disciplinary literature, this panel asks what scholars, policymakers and practitioners really mean when they promote participation and active citizenship, and whether it is possible from such fuzzy and contested terms to elaborate a singular theory or practice of ‘European youth active citizenship’. From the argument that concepts of citizenship and citizenship education in relation to the digital landscape are evolving stripped of their socio-cultural and ethical underpinnings, to the finding that that studies connected to internal, status-based factors connected to European citizenship dominate the literature over those examining external, practice-based factors, our papers shake up comforting connections between citizenship, participation, and democracy. Citizenship education in the digital era: Challenges for the critical tradition Ioanna Noula, London School of Economics and Political Science, UK Over the past 10 years the concepts of digital citizenship and digital citizenship education have been holding prominent role in the academic discourse and particularly in the field of media. Recent developments however including the growing movement of digital citizenship in the US and the vivid interest in digital citizenship education expressed by Silicon Valley conglomerates who have been the most recent champions of the triptych: “safe, savvy and ethical” (Digital Citizenship Summit, 2016) that summarises the values of the digital citizenship advocates reveal the profound implications of human activity in cyberspace for what has been traditionally defined as citizenship studies. In this paper, I argue that in the digital landscape the concepts of citizenship and citizenship education appear to be evolving stripped of their socio-cultural and ethical underpinnings and implications leaving out crucial debates and important accomplishments of social science that have marked milestones for the progress of the human kind such as the UDHR or the CRC and therefore shaping a turmoil for citizenship studies. I further maintain that critical approaches to citizenship and pedagogy that contribute to democratization processes and social justice are further cast aside in light of the impetus for hasty definitions of critical thinking in the post-truth era. European youth active citizenship imaginaries: Conceptual insights and gaps in the academic literature Sam Mejias, Shakuntala Banaji, London School of Economics and Political Science, UK What do scholars, policymakers and practitioners mean when they promote active citizenship, and is it possible from such a contested term to elaborate a theory or practice of ‘European youth active citizenship’? How does the academic literature across various disciplines conceptualise and empirically assess citizenship in terms of both normative and dutiful approaches and critical, inclusive and even anti-democratic perspectives? Eight national teams from the Catch-EyoU research

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project have sought to answer these questions by gathering and analysing a corpus of 770 texts across 12 disciplines, compiled through a systematic search of academic literature about young people, citizenship and Europe. At LSE, we used textual analysis software to quantify and visualise co-occurrences, word associations and thematic clusters in the abstracts of each selected text across the 770. We found that many of the key themes surrounding young people and citizenship in the literature share no connection with European citizenship; that there is a significant gap in the literature on young European citizens; and that studies connected to internal, status-based factors connected to European citizenship were more prevalent than those examining external, practice-based factors. The results of this study suggest that significant theoretical and empirical work is needed to more fully develop notions of and debates around both active citizenship and a European youth active citizenship imaginary. Framing young citizens and active citizenship: Towards a nuanced typology Shakuntala Banaji, London School of Economics and Political Science, UK This paper takes as its focus discourses about young people, active citizenship, and civic participation arising from readings of literature for the European projects CivicWeb (2006-9), Youth Participation in Democratic Life (2011-12) and CATCH-EyoU (2015-18). These multi-country studies of young people, participation, media and active citizenship are all based in a detailed qualitative reading of the scholarly and policy literature. Specifically, the paper calls upon qualitative analyses of literature on contemporary civic participation by youth in Europe, including those produced in the context of these projects. In light of current debates around the best means of engaging young people in civic activities on and offline, and nationally or across Europe, the paper seeks to answer questions about the potential benefits and dangers of particular epistemological and ideological perspectives on ‘good citizenship’ and of practical or policy choices based on normative concepts. In an attempt to move towards a more nuanced, situated, motivating and inclusive typology of participation and active citizenship, it examines the disjuncture between some normative conceptions of youth active citizenship and the realities of young people’s actual participation. Finally, it positions belonging, civic learning, dissent and critique as fundamental to current citizenship practices of young people, and suggests that the democratic citizenship literature and practice must become more open to a range of youth civic pathways, identities, and experiences if the gap between adults and young people, between European nation states and the EU, and between institutionalised and informal networks is not to widen irrevocably.

Friday, March 3, 09:00 – 10:30 Symposium Rose SCHOOL AND COUNTRY LEVEL CONTEXTUAL INFLUENCES ON YOUTH CITIZENSHIP COMPETENCIES ACROSS EUROPE Convenor: Philipp Jugert, University of Leipzig, Germany In this symposium we bring together work that goes beyond looking at young people's civic competence from the perspective of individual resources and motivations. By taking a multi-level perspective, this work addresses the important question how contextual level factors on the school but also on the country-level affect young people's civic competences either directly or indirectly through moderating the influence of individual-level factors. Van Goethem examines how students' own perceptions of interdependence, moral responsibility, and agency with regard to community service but also their school-organized opportunities to reflect on these characteristics affects adolescents' civic competencies. Her results show that both individual perceptions but also school-organized opportunities for reflection matter. Eckstein et al. tested reciprocal dynamics between classroom climate and student's tolerance. Their findings underline the importance of a positive

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classroom climate for the development of young people's political attitudes. Šerek scrutinized country-level predictors of civic participation among European youth based on large-scale European surveys. He finds non-institutionalized participation to be less frequent in post-communist and less equal countries and civic participation at the European and international level to be less frequent in countries affected by economic crisis and with high number of youth not in employment or education. Lastly, Jugert examined classroom and country level contextual moderators of the association between national and European identity. His findings point to the powerful effects of context in shaping the relationship between national and European identity. Explaining the effects of community service and reflection on adolescents' civic competences: The IMAR community service model Anne van Goethem, University of Amsterdam, The Netherlands Community service (CS) combined with reflection predicts a broad range of positive outcomes. To explain that we developed the IMAR community service model. The model assumes that all CS includes a degree of interdependence (I; CS teaches that people are dependent on each other), moral responsibility (M; CS positively contributes to others’ welfare), and agency (A; CS is an agentic experience). It is also assumed that CS effects are stronger the more adolescents’ (perceived) CS include these characteristics and reflection (R) plays a key role in establishing IMA perceptions. We tested this model by examining the relation between adolescents’ civic competences and their perception of IMA and their school-organized opportunities to reflect on these characteristics. We used data of 2640 third grade adolescents of 82 Dutch high schools. Preliminary analyses show that adolescents’ IMA perceptions are positively related to their civic attitudes and civic skills in general (ranging from ß = .09 to ß = .19). We also found a small, positive correlation between adolescents’ civic attitudes and their reflection on the moral responsibility of their CS such as thinking about ways in which they can contribute to other’s welfare (ß = . 14). This type of reflection seems to positively change the way adolescents’ view civic issues in general. Lastly, adolescents who get more opportunities to reflect on the agency characteristics of their CS also seem to develop more civic knowledge (ß = . 18). Possibly, this type of reflection helps to optimize the learning potential of CS. Reciprocal dynamics between classroom climate and students’ intolerant Attitudes: A multilevel perspective Katharina Eckstein1, Burkhard Gniewosz2, Peter Noack1 1 Friedrich Schiller University Jena, Germany 2 University of Salzburg, Austria With its goal to educate tolerant citizens schools are considered as an influential agent of socialization. The present research examined reciprocal effects of classroom climate (i.e., community in class, teachers’ fairness, achievement pressure) and students’ intolerant attitudes. The goal of the study was twofold: First, to examine mutual workings between classroom climate and intolerant attitudes over time by disentangling processes operating at the individual and at the classroom level; Second, to investigate to what extent relationships might be moderated by students’ age, gender, or educational level. The study based on a sample of 1,286 German adolescent high school students from 74 classrooms (Mage = 13.58). In addition, responses from 53 class teachers were taken into account (Mage = 44.67). The results pointed to significant relationships between the examined classroom climate indicators and students’ intolerant attitudes over time and vice versa. No significant effects of teachers’ ratings of the prevailing classroom climate on students’ intolerant attitudes were found. Moreover, effects were significantly moderated by students’ age (i.e., stronger effects among older students). Overall, our findings underline the importance of a positive classroom climate for the development of young people’s political attitudes. A classroom climate that is characterized by mutual respect and trust might therefore serve as an example for interactions with

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people outside of schools. The finding that actual teacher ratings are unrelated to student outcomes has also been reported by other studies and will be discussed in terms of a lack of concordance between teachers’ and students’ perceptions. What contexts help young people to participate? Predicting country-level differences in civic participation among European youth Jan Šerek, Masaryk University, Czech Republic Young people’s civic participation is often being explained from the perspectives of individual resources (e.g., education) and psychological motivations (e.g., political interest). Much less attention is paid to the fact that youth participation reflects not only individual but also contextual factors such as cultural norms or country-level economic conditions. Therefore, the aim of this paper is to expand our knowledge in this area by (1) examining the proportion of variance in youth civic participation explained by individual versus contextual factors, and (2) assessing contextual predictors responsible for potential differences between contexts. We differentiate between two types of context: country-level characteristics that are stable and those that vary over time. Multilevel regression analyses were conducted using subsamples aged 15-30 taken from two European surveys: European Social Survey (six rounds covering years 2002-2012) and Eurobarometer (three rounds of Flash EB covering years 2011-2014). Results showed relatively small cross-country differences in youth institutionalized civic participation (e.g., contacting politicians) but relatively large differences (almost 25% variance) in non-institutionalized participation (e.g., signing petitions). Each country seemed to have its time-invariant pattern, non-institutionalized participation being less frequent in post-communist countries and countries characterized by greater inequalities. Regarding civic participation at European and international level, we identified certain country-level differences as well. Above all, this type of participation seemed to be less frequent in countries affected by economic crisis and those having greater numbers of young people that were unemployed or not in education. Contextual moderators of the link between national and European identity Philipp Jugert, University of Leipzig, Germany Identification with Europe constitutes in important part of psychological citizenship, one of the building blocks of active EU citizenship. From a self-categorization perspective higher-order (e.g., with Europe) and lower order subgroup identities (e.g., with the nation) may interfere with each other if they are seen as incompatible. On the other hand, geopolitical identities can be linked in a cumulated nested hierarchy (local, regional, national, European). In this paper we were interested in contextual moderators at school and country level of youth' national identity on identification with Europe. We used multi-level regression analyses based on data from the International Civic and Citizenship Education Study (ICCS, 2009), the International Social Survey Programme (ISSP, 1995-2013) as well as a more recent Eurobarometer study (2014). Results showed strong positive effects of national identity at the individual, student, and country-level on European identity in all three datasets. Moreover, economic wealth and immigration-friendly politics affected European identity positively whereas economic and gender inequality affected European identity negatively. However, main effects of national identity at the individual and student level were qualified by number of interactions with contextual-level moderators. Specifically, the positive effect of national identity on European identity was weakened in countries with higher economic inequality, with less friendly immigration politics, with more gender inequality and with overall higher national identity. The positive effect of classroom-level national identity on European identity was weakened in countries with higher gender inequality. Results point to the powerful effects of context in shaping the relationship between national and European identity.

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Friday, March 3, 09:00 – 10:30 Oral Session Jasmine RADICALIZATION/EXTREMISM AND ALTERNATIVE STYLES OF POLITICAL PARTICIPATION Off the radar democracy: Insights from abroad of young people’s alternate acts of citizenship Lucas Walsh, Monash University, Australia Rosalyn Black, Deakin University, Australia Recent research has found that young people continue to be engaged in politics, but express this engagement in informal ways rather than through traditional political institutions or affiliations. Young people are also democratically active in ways that do not register on blunt measures of political participation. They are leading social enterprises that work interstitially between government, business and the not-for-profit sector while drawing on tools and resources from each or all of them. They are also volunteering in informal as well as formal contexts and settings that are not captured by current measures or analyses. This paper explores the growth of social entrepreneurship and youth volunteering as alternate spaces for youth citizenship. It draws upon direct field research conducted by the authors with young social entrepreneurs and community volunteers in Australia to consider young people’s attitudes to power, influence and democratic change-making as well as the implications of these interstitial or ‘off the radar’ acts of citizenship for conventional notions and practices of politics. The paper finally addresses some challenges that arise when deficit assumptions are made about young people and their participation. It questions whether measures sometimes taken to foster various forms of youth participation may in fact be punitive and deter active engagement. It is argued that policy makers and professionals working with young people need to rethink instruments and “conceptual lenses” to better understand this generation and bring the EU closer to its citizens. Discussion will provide insight into how different forms of youth engagement in Europe can be better recognised and nurtured. Breaking alienation. The role of radical right parties in boosting political engagement Erik Amnå, Örebro University, Sweden Jennifer Fitzgerald, Örebro University, Sweden; University of Colorado at Boulder, USA What explains political engagement and disengagement in democratic society? Under what conditions can individuals who are alienated from a political system become more engaged over time? We ask whether intention to vote for particular parties in the course of an election campaign can draw citizens into the political process. Leveraging panel data on young Swedes in the first election for which they are eligible to vote we examine young people before, during and after a national election campaign. We find a significant partisan impact for one party: the Sweden Democrats. This right wing populist up-start has managed to boost political engagement among a certain sub-set of Swedish society: notably, those most alienated from the political system and its leaders over all. These hard-to-engage young people are drawn into the democratic system by an unlikely force—one that is quite controversial. We consider the implications of the Sweden Democrats’ popularity for democracy in addition to its role in breaking alienation among disaffected citizens. Four routes to violent political activity Viktor Dahl, Örebro University, Sweden The claim presented in this study is that “radicalization” into violent extremism is a more complex issue than what is stated in several rapports by Swedish state agencies working, in one way or the other with violent political extremism. The Swedish Security Service (2010) and other agencies as well, e.g., The National Board of Health and Welfare (2016), advance four routes – the delinquent’s

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route, the brooder’s route, the family’s route, and the contact-seeker’s route – as central to our understanding of how young people end up in violent political environments. Using longitudinal survey data, this study examines how these four routes relate to an acceptance of violent political action among 989 Swedish adolescents. Preliminary results show that, although there is substance in the four routes presented, the complexity in how the routes toward acceptance of political violence interrelate, is far too superficially elaborated in what comes forward in the mentioned rapports. The results are discussed in relation to policy-making in this field. In instances where shallow or inadequate foundations of knowledge function as the basis upon which policy is created, this may misguide public servants working with youths who are at risk of ending up in violent political environments. Long-lasting shadows of (post)communism? Generational and ethnic divides in political and civic participation in Estonia Veronika Kalmus, Ragne Kõuts-Klemm, Mai Beilmann, Andu Rämmer, Signe Opermann University of Tartu, Estonia Relative weakness of post-communist civil society has become almost an axiomatic knowledge in social scientific literature, supported by cross-regional empirical studies. Several hypothetical scenarios and remedies to the situation have been proposed, among them generational change and placing hopes on unprecedented opportunities provided by online participation and social media activism. Long-term empirical research to map actual developments is, however, scarce. This paper explores patterns of political and civic participation in Estonia in a dynamic perspective. We will employ data from two waves of a representative survey “Me. The World. The Media”, carried out every third year by the Institute of Social Studies, University of Tartu. The survey covers the Estonian population aged between 15 and 79 (N=1,500). First, the paper will provide a brief overview of the dynamics in general levels of political and civic participation in 2002–2014, comparing the youngest age group with older generations, and ethnic Estonians with Estonian Russians. Secondly, we will present a typology of citizens based on the dimensions of political and civic participation, and analyze the types in terms of age and ethnic composition, media use, and social media activities. We will demonstrate that generation groups do not differ in the extent of civic participation; intergenerational division lines, however, manifest in qualitative features of civicness: the types of organizations, actions and activities. Further, our data show that a clear inter-ethnic divide in civic participation has emerged, with Estonian Russians being, in general, rather “silently protesting” than actively transforming and agentive. Can sportive contexts be looked as a bridge (to fill the gap) between young Europeans and EU institutions? Teresa Silva Dias, Nuno Corte-Real, Isabel Menezes, António Manuel Fonseca University of Porto, Portugal Sports contexts have a fundamental role in promoting physical, mental, social and wellness skills throughout the life cycle. Additionally, as societal microsystems, they generate a dynamics of involvement in a significant number of civil society organizations, emerging as the most typical associational context for both young people and adults in many European countries, Portugal included. As such, the practice of sports can generate not only personal competences – such as leadership, decision-making or moral values (Esperança et al., 2013; Hellison & Wright 2003; Martinek & Ruiz, 2005; Ward et al., 2012; Corte-Real et al., 2016) – but also participatory dispositions related with empowerment and critical awareness that are an essential part of civic, social and political engagement and participation (Dias & Menezes, 2014; McCowan, 2009). This study uses FGD with athletes aged between 16 and 18 years old, practitioners of handball, volleyball, football and basketball, to explore how their experience promotes their personal and social

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competences, but also their civic and political selves. This involves exploring how, in their view, the practice of sports influences young athletes’ sense of community and belonging to the local, national and European contexts, but also their engagement and participation as citizens (Martinek & Ruiz, 2005).

Friday, March 3, 10:30 – 11:30 Keynote Lecture Camelia COMPETENCES FOR DEMOCRATIC CULTURE: USING EDUCATION TO EMPOWER YOUTH Martyn Barrett, University of Surrey, UK

This presentation will provide an overview of the Council of Europe project “Competences for Democratic Culture”. The project is developing a new European reference framework of the competences that enable people to participate effectively as democratic citizens within culturally diverse societies. The framework therefore specifies the competences that young people ought to acquire through the formal education process in order to become effective participatory citizens in such societies. For this reason, the framework will contain detailed guidance for ministries of education on curriculum design, pedagogical planning and assessment in civic/citizenship education for use at all levels of formal education ranging from preschool through to higher education. The framework, which has been strongly endorsed by European Education Ministers, will be used to inform educational decision-making and planning across Europe, enabling national educational systems to be harnessed for the preparation of young people for life as competent democratic citizens. The framework is designed to empower youth, by equipping them with the ability to function as autonomous social agents who are capable of choosing and pursuing their own goals in life within the context of democratic institutions and respect for human rights. Friday, March 3, 12:00 – 13:30 Symposium Camelia

YOUTH EXTREMISM AND RADICALIZATION: CRITICAL INTERVENTIONS Convenors: Hilary Pilkington, University of Manchester, UK Alexandra Koronaiou, Panteion University of Social and Political Sciences, Greece Discussant: Xenia Chryssochoou, Panteion University of Social and Political Sciences, Greece In the context of rising radical right wing populism across Europe and North America and security concerns about ‘home-grown’ Islamist violent extremism, this symposium brings a critical perspective to the discussion of youth radicalism and extremism. It brings together papers based on new survey, interview and ethnographic research from across Europe but with a specific focus on Greece, the UK and Norway. Contributions demonstrate that, while support for radical or extremist ideas is a minority position among young people across Europe, to view the radical right as a dangerous extremist fringe separate from a tolerant ‘mainstream’ is inadequate; views and experiences lie, rather, on a continuum. The contributors critically interrogate explanations of the rise of right wing extremism as a natural corollary of financial crisis and austerity, pointing to the role of previously emergent ideological and political affinities and networks. They challenge also the attribution of Islamist extremism to religious fundamentalism by pointing to the role of concrete political concerns and social grievance as well as the relational dimension of radicalization (seen, for example, in the interaction of radical Islamist and anti-Islam/far-right extremism). To address these criticisms, contributors point to the need for future research agendas to be shaped by a more social approach, which envisages extremism and radicalization as: complex (not linear); situational

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(emerging as the outcome of interaction including choice); emotional (as well as ideological); and dynamic (spatially and temporally). Finally, the symposium will consider the implications of these critical interventions for effective policy responses. Golden Dawn, austerity and young people: The rise of fascist extremism among young people in contemporary Greek society Alexandra Koronaiou, Evangelos Lagos, Alexandros Sakellariou, Stelios Kymionis, Irini Chiotaki-Poulou Panteion University of Social and Political Sciences, Greece The contemporary rise of popular support for fascism is investigated in this article through an examination of Golden Dawn’s remarkable appeal to a section of Greek youth. This leads to the problematization of mainstream explanatory and interpretive discourses that attribute Golden Dawn’s electoral and political attractiveness almost exclusively to anger and a will to punish the political system which is regarded as being responsible for the country’s collapse and the harsh consequences of austerity and recession. Drawing upon the findings of ethnographic research on Golden Dawn and its young voters’ and supporters’ ideology and political activism conducted as part of the MYPLACE project, we argue that Golden Dawn’s young voters and supporters are much more than angry youth. Their choice to support a fascist political agenda and practice cannot be reduced solely to an emotional reaction to the crisis but rests on wider ideological and political affinities and links that have been building over the previous two or three decades. In this sense, the contemporary rise of fascism in Greece appears as not merely a straightforward and simple outcome of the crisis but the complex result of previous socio-political transformations, sharpened, magnified and accelerated by the current systemic crash. Youth receptivity to radical right agendas: What do we know? And why does it matter? Hilary Pilkington, University of Manchester, UK This paper will review key findings from survey, interview and ethnographic research on receptivity of youth to radical (right) agendas undertaken for the FP7 MYPLACE project. It will demonstrate what we can learn from large, transnational and multi-method research on youth political attitudes and activism. It concludes that support for extreme and radical right ideologies and movements is a minority position among youth across Europe but that views and experiences lie on a continuum rather than reflecting a tolerant ‘mainstream’ and a separate and dangerous extremist fringe. It will suggest that these findings have implications for both how we approach issues of youth extremism and radicalization in future research as well as for the kind of policy responses that we develop. It argues, specifically, that, especially in the case of young people, engagement with radical or extreme ideas is best understood not as a linear process of radicalization but as complex, situational, fluid and dynamic. Radical right wing anti-Islamism versus radical Islam in the Norwegian youth context: Polarising relations with global roots Viggo Jan Vestel, NOVA, HiOA, Norway Based on interviews, and also media sources, that cover both radical right wing anti-Islamic milieus and radical Islam in Norway, the presentation argues that to understand the more ideologised trajectories of radicalization and to counter such tendencies in a broader youth oriented perspective, it is necessary to: 1) see/contextualise both ‘sides’ in relation to each other; 2) to see these relations as having salient parts of their driving dynamics at the global macropolitical level; and 3) that seeing radicalization in such an overall relational perspective - which also includes the macro level - has important consequences for strategies for countering such processes. The paper focuses not on youth in inner core milieus, but rather on youth in the ‘grey zones’, i.e. those positioned on

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the outskirts of these core milieus, but who are close enough - idea related or via actual contact - to make them able to reflect upon messages, actions and attitudes that the more extreme milieus stand for. The right wing informants in the respondent set are linked to the Norwegian Defence League (NDL), Stop Islamization of Norway (SIAN) and an Odinist neonazi group called Vigrid. The radical Muslims include both peaceful as well as jihad-oriented salafi/neofundamentalists.

Friday, March 3, 12:00 – 13:30 Symposium Jasmine

EUROPEAN YOUTH IN THE MEDIA LANDSCAPE: CHALLENGES AND FINDINGS Convenor: Pina Lalli, University of Bologna, Italy The media represent one of the key actors in the public European debate. In particular, news media play a crucial role in the selection of problems that deserve public attention, as well as in the process of opinion formation of European audiences, who have to think of their citizenship also as transcending the level of the nation-state. Thus, if we are interested in gaining knowledge regarding how young people in Europe construct their social identity and see their role as citizens within the European public sphere, we have much to learn about the way they look for information. This issue appears all the more relevant since surveys and studies have indicated that youth are growing progressively disenfranchised from the mainstream media, while privileging online sources that are often positioned at the intersection of information, entertainment, fiction, youth culture, and advertising. This symposium intends to focus on youth and media consumption in Europe from different perspectives – both geographical and methodological – with the goal of opening a debate on young people’s experiences and practices of information and on the main mediated symbolic environments that can contribute to the structuring of their political knowledge and opinions, as well as of their political and civic agency, but also of their notion of the European Union. Among the issues touched upon by the papers included in the symposium are: online journalism and the new forms of news outlets targeted to young people; youth and levels of trust in the media; the role of television indirect infotainment; the national perspectives of mainstream news stories. Disrupting the boundaries of classic news: Youth in search of hybrid knowledge Pina Lalli, Claudia Capelli, University of Bologna, Italy The mutual distrust between traditional news media and youth that emerges from studies on media consumption and representations has highlighted the need for research to focus on those sources of information that are growing ever more popular among younger audiences. In particular, if news consumption can be considered one of the crucial elements of civic participation, it is important to investigate young people’s experiences of news and the main representations of the public sphere that they recognize as meaningful and legitimate. We refer here especially to the new forms of hybrid journalism – positioned at the intersection of information, entertainment, youth culture and advertising – such as VICE and BuzzFeed, which tend to explicitly represent themselves in opposition to the mainstream media, offering to their readers a vast array of content that is successfully designed to appeal to younger audiences. We will present a qualitative analysis of content catalogued from different hybrid online news outlets. These sources, we will argue, provide a unique opportunity to observe an example of trans-national, youth-oriented media environment, which can also be seen in a comparative perspective, especially in the case of VICE, with its numerous local-language websites established globally. Moreover, they constitute a privileged point of observation of new media representations of youth and youth civic activism, since they appear not to stigmatize alternative forms of engagement and critical counter-cultures, while providing young people with models of shifting communities to whom they can belong, following their specific interests and consumption preferences.

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That’s all very nice, but…”. A humorous approach to Portuguese politics Filipe Piedade, Dalila Coelho, Hugo Santos, Mariana Rodrigues, Pedro Ferreira, Tiago Neves, Isabel Menezes, University of Porto, Portugal In recent years, scholars have highlighted the power of media to attract young people to politics, demonstrating that youths’ civic and political participation may be influenced by analysis and discussions of the political news and TV shows that they consume in their everyday life. “Gato Fedorento” (Smelly Cat) is a group of four Portuguese comedians who made a TV show to cover the national elections in October 2015. The show was daily broadcasted over a period of 4 weeks and included interviews with some of the most notorious Portuguese politicians and election candidates. In a humorous and satirical tone, the host, Ricardo Araújo Pereira, enticed the guests to talk about serious political issues, brushing on EU topics and discussing themes and events closely related to active citizenship. Given the popularity of these comedians and of this kind of format amongst younger generations, and the presence of discourses in the show directly related with young people, we conducted a thematic analysis of the contents of this media product. In this presentation we will use the results of such analysis to discuss and set a clearer framework of media representations of young people’s civic and political participation on a national and European level. Invisible, vulnerable, terrible: (Young Europeans bracketed out from) the EU-related media agenda Johana Kotišová, Jakub Macek, Masaryk University, Czech Republic The contribution addresses, first, the representation of prevalent EU-related topics in selected European news media in 2014 and 2015; second, it focuses on the construction of young people in European newspapers, TV products and radio programmes. Its goal is to show which discourses are constructed around the media narrative regarding the EU, and to identify the ways in which young people are included as relevant actors in different issues composing the “European” media narrative. The interpretative and comparative thematic analysis, carried out as part of the CATCH EyoU project, is based on four one-month media samples (May and September 2014, May and September 2015) from Italy, Czech Republic, UK, Germany, Portugal, Sweden and Estonia. The research findings suggest that young people rarely appear as relevant civic or political actors and that there is no trace of an ongoing, articulated and independent media discourse regarding the youth in Europe. At the same time, the findings show that the marginal representation of young people in the ""European"" narrative constructs them as a vulnerable, problematic and sometimes anti-social collective actor. Moreover, young people are constructed as consumers/economic actors. Thus, as the analysis shows, EU-related media discourse tends to reduce young people to their role of passive subjects of various policies and market forces. Young People’s Trust in Media: Between Mainstream and Alternative News Sources Alena Macková, Jan Šerek, Jakub Macek, Masaryk University, Czech Republic Trust in media as sources of news and information is usually considered as an important, constitutive part of social actors’ general attitude to political and public spheres. However, most of the existing researches fail in their attempts to explore satisfyingly the current increase of audiences’ interest in the so called alternative (mostly online) information sources. The presentation drawing on survey datasets collected in CATCH EyoU project maps the trust in media of the Czech young population (aged 20-25, N=814) and, eventually, it compares the results with other national samples collected in the CATCH EyoU project. While usual measures used by other surveys for indication of trust in media focus on trust in media types (TV, print, radio, internet), the questionnaires used in CATCH EyoU employ measures better fitting to current media environments that, along with professional mainstream media, typically include a wide range of alternative news sources: instead

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on trust in media types, the measures enable to identify a distinction between trust in mainstream and alternative news sources. Therefore, the presented analysis aims to provide a path to a more plausible picture of relation between (dis)trust in politics and (dis)trust in media.

Friday, March 3, 12:00 – 13:30 Oral Session Rose

THE IDENTITY OF EUROPEAN YOUTH

A critical perspective on “NEET” category. Exploring the overlapping between education employment and training and the spread of unpaid work Andrea Pirni, Luca Raffini, University of Genoa, Italy

According to the International Labour Organizations’ definition, NEETs correspond to the percentage of the youth population that have not received any education or training in the four weeks preceding the survey. In 2015, in 20-34 population, the NEET rate was higher than 30% in Greece and in Italy and above 20% in many other southern and eastern EU countries. Many policies have been devoted to reduce this rate, at EU (“Youth Guarantee”) and national level. In this paper we take a critical look on the concept, both on the scientific and the policy-related dimension. With regard to the first dimension, we call into question its explanatory power. Does it tell us something more than the concept of unemployment? Does it help us to gain a better understanding of the dynamics of change that affect youth? With regard to the second dimension, we critically analyse how the reference to the concept influence the youth policies: does the NEET category help to implement innovative policies in matters such education and training, work insertion and in the contrast of vulnerability? We focus, in particular, on how the policy devoted to prevent/solve the NEET condition promote the de-differentiation and the overlapping of formal and informal education, training, paid work and unpaid-voluntary work. Making reference to the recent Italian reforms in jobs regulation (“Jobs Act”), school (“work-related learning”) and third-sector (“national civil service” and new regulation on volunteerism and social enterprise), we stress the ambiguities that characterize the spread of voluntary/unpaid work as a mean to prevent/contrast the NEET condition.

Exploring the antecedents of youth political engagement: Reflections from a European comparative ethnography Sevasti-Melissa Nolas, Christos Varvantakis, University of Sussex, UK

Youth political engagement doesn’t switch on at some point with adolescence, but has a genealogy which threads both through an individual’s entire childhood as well as inter-generationally through social encounters and relations. The difficulty in locating and discussing the political in childhood, which, as we come across it in a longitudinal cross-national ethnography, the Connectors study, often occurs unofficially and in the everyday and thus problematizes institutional views. The politics of everyday, however, remain essential for a contextual understanding of children and youth’s participation in society and are particularly telling regarding their own perceptions of social identities – such as citizenship statuses or national identities; this is the focus of this paper. By drawing selectively on data from the Connectors Study, we aim to discuss the complexity of children’s views of their national identities in the context of the European Union and their understanding of their place and role there in. We employ and comparatively look at the examples of a European family living in the UK in the shadow of Brexit and of an Albanian family living in Greece and negotiating their national identities and citizenship statuses.

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The role of identity in the recall of positive and negative events within extreme political conditions Panagiota Ropoki, Anna Madoglou, Dimitris Kalamaras Panteion University of Social and Political Sciences, Greece The main object of this research is to investigate the influence of political identity, national identification and generational effect to the construction of the positive and negative social representations concerning the Greek military dictatorship (“The Junta”, 1967-1974) and the Greek neo-Nazis political party, Golden Dawn (1993-2014). Participants were 300 male and female adults of three different age groups (18-25 years old, 30-50 years old, over 60 years old). Individuals replied to a questionnaire of open-ended questions related to the positive and negative features of the studied periods and also to questions that measured the national identification and the political identity (scale of the prototypical ideas of the right and the left, scale of political position, voting statement). Τhe results have shown that political identity and national identification affect the content of both the Junta’s and the Golden Dawn’s social representations. More specifically, the rightists refer to the positive features that connect with the Junta’s policy and the activity of the Golden Dawn, while the leftists focus on the efforts of resistance against the Junta and the Golden Dawn, pointing out at the same time those negative events which connect with their action. Generational effect does not affect participants’ answers. Some aspects of social and political engagement among young people from different ethnic groups in Estonia Andu Rämmer, University of Tartu, Estonia Relations between and distinct attitudes of different ethnic groups deserved rising attention among various disciplines after the collapse of communism. Estonia was the first among the former Soviet Republics to launch post-communist reforms and experienced one of the fastest political and economic transformations in Eastern Europe. However, different comparative surveys outlined that Estonia, like other post-communist countries, is witnessing systematic weakness of civil society institutions and discreet patterns of political participation. Some of them refer to differences in the dominating values related to the society’s cultural heritage. Estonia, being situated at the crossroads of Central, Northern and Eastern Europe, is proper case to study views and identities of different historical origins. The Catch-EyoU online survey, administered both among Estonian-speaking and Russian-speaking young people in Estonia, reveals peculiarities in the mentalities of two communities. This paper will discuss various aspects of social and political participation with the focus on European identity and citizenship. Pro-European attitudes tended to dominate mostly among the Estonian-speaking majority while European identity seems to be weaker among the Russian minority. Ethnic Estonians perceive the EU principally as a source of security, but Estonian Russians see it largely in instrumental terms. Both groups are worried about youth unemployment. Estonian Russians see the role of the EU in reducing youth unemployment and in solving the refugee crisis stronger than ethnic Estonians do.

Friday, March 3, 13:30 – 14:00 Poster Session Mezzanine Hall European Identity: Identity, sense of belonging, stereotypes in today young Europeans. An empirical contribution Laura Birtolo, Giosef, Italy The European identity should be treated as a Multidimensional Identity (Ashmore et al., 2004). Adding the concepts of cultural intimacy (Herzerfield) and Entitativity (Castano) we observe that the prejudice influences the European Identity. The research includes three focus groups with young people in Italy, Germany and Poland.

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Intercultural competence – a gendered issue?! Analysis of differences in intercultural competence in a Danish and Norwegian sample of upper secondary school students Trond Solhaug, Niels Nørgaard Kristensen, Norwegian University of Science and Technology, Norway National and cultural diversification accompanies the pluralization of European societies. This pluralization and difference call for several needs like communication and understanding in order to achieve, recognition, equality and justice, self-determination and identification with others. This paper responds to the increasing diversity and pluralization of identities by exploring antecedents of the intercultural competence between young people in a selection of in Norwegian and Danish schools. Although the sample is Scandinavian we believe that the issue of communication, recognition and understanding is on most people’s lips in times of migration and immigration throughout Europe. The diversity, difference and pluralization call for experiences of inclusiveness and we apply Kabeer’s (2005) framework of Inclusive citizenship. This framework mentions issues of justice, recognition of uniqueness and difference, self-determination, identify with others and participatory parity to make friend s and show solidarity as important issues in feeling included. A selection of 895 students in seven schools (two Danish and five Norwegian) was asked a variety of questions on intercultural competence and relations in questionnaires. Data were analysed in IBM SPSS using standard procedures in quantitative methodology. Although more variables seem to influence intercultural competence we focus on differences between females and males. We find that females display more positive attitudes and competences throughout six scales on intercultural empathy and competence. On some scales the differences is unexpectedly large. The gender differences are therefore focused, discussed and theorized. Youth neither in employment, or education and training in Estonia and in the European Union Kärt Padur, Tallinn University of Technology, Estonia The research paper is written on the topic of inactive youth in Estonia and in the European Union. The main focus is on young people neither in employment or education and training, who are referred to by the abbreviation as NEETs. Some concern has been raised about the young, as they are tending towards a decreasing interest in participating in labour markets and educational systems, and this has an impact on a country’s economic and social situation. The aim of this research is to deepen the knowledge of NEETs in Estonia and to make a comparison with other European Union countries. Two main contributions to the relevant literature are made by the author, as different variables that have an impact on whether an individual is a NEET are found and the position of Estonia compared with other European Union countries is determined. In order to achieve the aim, two probit regression models have been made using variables from the Labour Force Survey’s data. The dependent variable is a dummy variable that takes the value one if an individual falls into the NEET group and zero otherwise. A map of the European Union countries has been made to give a clearer view of Estonia’s position compared to those of other member states, and the NEET rate of all the countries has been used to make the map. Estonia has a position that can be compared with other European Union countries. How civil society engagement leads to political participation? Learnings from young active Europeans in Bosnia-Herzegovina, Kosovo, and Serbia Michaela Griesbeck, Eva Tamara Asboth, Christina Krakovsky, University of Vienna, Austria In our paper we present the results of our ongoing research project on the “Generation In-Between” –the children of the Balkan wars– and their current engagement in civil-society projects. We focus on these young people, who experienced and lived through the collapse of Yugoslavia. The geographical, historical, and cultural proximity and the direct relation of these young people to

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Europe makes this generation so relevant to us. Although, this generation refuses the official government policies and agendas, they are not apolitical at all, as often assumed. They are highly interested in collaborating and participating in NGO-activities and/or establishing their own social and cultural projects. So, we claim that these hidden political actions lead these young people to active citizenship. In our empirical study, we conducted 11 semi-structured qualitative interviews with young people in Bosnia-Herzegovina, Kosovo, and Serbia, who are currently engaged in civil-society projects. We collected data about their experiences and practices in civil-society engagement, whether they are professionally engaged, privately volunteers or artistically active respectively activists. We focused on the conditions for their engagement, on their attitudes towards society and their future political commitment. Our findings suggest that in supporting these various engagements of young people it is possible to strengthen their interest in political participation, despite their disenchantment with the common system which is a tendency identified throughout Europe. Community service experience of undergraduate counselling students Figen Çok, Nergis Hazal Yılmaztürk, TED University, Turkey The lack of connection between general academic programmes and the community services has been noted for a long time. Faculty of Education programmes offer community service opportunity for undergraduate students in a form of mandatory course since 2006 with Higher Education Council. In the fourth year, students are given an opportunity to contribute the community, for the purpose of strengthening disadvantaged groups. There are 83 Faculties of Education as of 2016, in Turkey so there is a huge number of instructors and assistants involved in community service studies. A brand new university, TED University Faculty of Education has just started this experience for its students in the Guidance and Psychological Counselling Programme in 2016. Students were given a list of readings in terms of main concepts like community service, volunteerism, civic engagement, non-governmental organizations on conceptual/theoretical level. Related to main concepts of community service, twenty four students in class has developed individual based projects for disadvantaged population as children with cancer, supporting pre-school children in poor regions, and children who experienced migration (especially contributing to their adaptation and learning Turkish language), prevention of child abuse and empowerment of women in Ankara. Students were allowed to choose their priority issues and to develop their own projects. Another key issue is that there are also professional co-supervisors who already have been working in the field as teachers and counsellors supported the community work. After students individual projects are approved, they have been in action for 6 weeks. At the end of the semester, they presented orally the process they involved and they were also asked to submit their field work as the student portfolio with their programme, activities, necessary documents and visuals. Although community work as a mandatory course seems a bit contradictory, 24 students somehow supported various disadvantaged people in the framework of this practice which enabled students’ engagement in the community.

The good European citizen: Person-centred analysis of citizenship norms and their correlates in young people from eight European countries Iana Tzankova, Antonella Guarino, Elvira Cicognani, Bruna Zani, University of Bologna, Italy

Within the academic debate about good citizenship, several authors have emphasized different possible notions – such as adhesion to more traditional-elitist, solidarity-based or participative norms (Denters, Gabriel, & Torcal, 2007). Recently, scholars have proposed the use of person-centred approaches to analyze typologies of good citizenship conceptions (Hooghe, Oser & Marien, 2016; Reichert, 2016). The existing studies have not addressed until now the European political context or investigated ideas of good citizenship related to a supranational level. The present study examines by means of latent profile analysis young people’s patterns of adhesion to different

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notions about what is a good European citizen and investigates how the different groups are characterized by socio-demographic characteristics, levels of participation and perceptions of belonging or political alienation related to the European context. The study is part of the Catch-EyoU project and uses the pilot questionnaire data with a sample of 994 respondents from two age groups –adolescents (16-19 years old, 52.7%) and young adults (20-26 years old, 47.3%)– collected in eight European countries. The results identified five different profiles that distinguished between youth who held a mixed conception of the good European citizen (where different normative ideas coexist), groups that emphasized a particular view and a pattern of low adhesion to all theorized conceptions. While most respondents give high importance on both traditional and more participative norms, the findings confirm the existence of comparatively more passive views and of a critically oriented group differentiated by more negative perception of the European context.

Being NEET. Drawing a profile of Italian young adults living in Campania region Anna Parola, Lucia Donsì, University of Naples Federico II, Italy

Youth not engaged in employment, education or training (NEET) represent one of the most problematic groups in the context of youth unemployment. In the last years, there has been increasing attention given to this population of disengaged youth and on consequences of this condition: difficulty in school-work transition (Cortini, Tanucci, & Morin, 2011), deep-rooted crisis of confidence in institutions (Pharr & Putnam, 2000), delayed in the transition to adulthood (Cavalli, 1997; Livi Bacci, 2008; Sica et al., 2016) influencing the development of the identity (Crocetti et al., 2012). It estimated that 30,3% of young neither studied nor worked in Italy, and the 41,5% of them lived in Campania, one of regions of the country most closely associated with NEET phenomenon (Istat, 2015). As part of wider research project that includes the analysis of psychological dynamics affecting the phenomenon, this paper aims to draw a profile of young NEET living in Italy and in particular in Campania region. This research carried out analysis on the young people using secondary data collected by Multipurpose Investigation Istat - ""Aspects of daily life"" (Istat, 2016). In particular, the current study focused on the differences between young NEET and non-NEET (students or workers) aged from 20 to 34 regard to specific thematic areas: transition to adulthood and economic dependence, wellness perceived, use and abuse of alcohol, free time, trust and political participation, use of the web and in particular of the social network.

Developing civic engagement through service-learning: A case study in Italy Christian Compare, Bruna Zani, University of Bologna, Italy

Service-Learning (S-L; sometimes referred to as community based or community engaged learning) is an innovative pedagogical approach that integrates meaningful community service or engagement into the curriculum and offers students academic credit for the learning that derives from active engagement within community and work on a real world problem. Reflection and experiential learning strategies underpin the process and the service is linked to the academic discipline. This definition of S-L elaborated by Europe Engage (a 3-year project funded by the European Union, Erasmus+ programme), identified the essential features and quality standards for service learning activities (www.europeengage.org). Research has shown many benefits of S-L: it enhances students’ sense of civic responsibility, life skills as well as academic development, and contributes to learning and cognitive development in social issues (Haski-Leventhal et al., 2012). This poster aims to present the evaluation of an Italian experience of S-L led in a Community Psychology lab in the University of Bologna, Italy. The lab (30 hours) involved 30 students, who participated in 6 projects, finalized to enhance competences given by the academic course through the knowledge of the community needs and the work in outreach and low thresholds services (community centre for homeless, safe nights prevention service, harm reduction, street unit). A questionnaire was submitted to students to assess the acquisition of transversal competencies. Focus groups with students and interviews

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with the professional tutors of the 6 groups will be conducted, in order to broaden the quality of data. Implications of the results for the development of civic engagement will be discussed. Relationship between community service involvement and basic empathy levels: Determination and improvements of community service participation among TED University students Nergis Hazal Yılmaztürk, Burcu Ünal, Aybüke İnan, Tuğçe Temizöz, TED University, Turkey In this globalized world, in addition to academic and occupational development, being a multi-tracked individual for self-realization is essential and needs to be focused. It is possible to say involving community services regarding civic engagement and volunteerism is one of these aspects which also seems like a form of humanistic requirements of today’s world. It is known that TED University has a significant mission with respect to civil society initiative. This study aims to portray the relationship between community service involvement and empathy levels regarding service-learning involvement among TED University students. This quantitative research has utilized correlational design. It is aimed to reach 250 volunteered, undergraduate university students who enrolled in TEDU in 2016-2017 academic year. Basic Empathy Scale (Topçu, Erdur-Baker, & Çapa-Aydın, 2010), and The Short Version of Service-Learning Involvement Scale (Küçükoğlu & Ozan, 2015) will be used in data collection. Data will be collected via sending electronic mails to student groups in TEDU. Multiple regression will be used in order to analyze data. Exploring civic attitudes and skills within Youth Parliament simulation educational programme Eleni Makri1, Filotheos Ntalianis2, Vasileios Svolopoulos3 1 Hellenic Parliament Foundation, Greece 2 University of Piraeus, Greece 3 Hellenic Parliament, European Programs Implementation Service, Greece Youth Parliament depicts a simulation of an educational programme mapping the official Hellenic Parliament session. It involves the active participation and experience of 300 youth members from Greece, Cyprus and countries outside EU to a three-day educational programme sessions within the Hellenic Parliament, with the aim to strengthen their civic participation and community engagement values and culture. In the event of the above, the present paper attempts to demonstrate an initial exploration of the programme’s empirical findings obtained by 169 Youth Parliament members during its’ last two years’ evaluation sessions. These results reflect indicated differences, positive relationships and interactions between civic attitudes and skills and modified-related constructs (e.g. civic action, interpersonal and problem-solving skills, political awareness, leadership skills, diversity attitudes, civic responsibility, knowledge about political/societal issues) (Moely et al., 2002), measured both before and after the actual delivery of the Youth Parliament simulation programme. In other words, an empirical evaluation of a conceptual linkage explored between civic attitudes and skills research domain, aimed to explore, relate, build and strengthen such civic community and engagement participation constructs among EU youths within a simulated educational context, in particular. Constructs considered to be important among youths especially during current complex social conditions which need a multi-perspective cultural training and conflict management. Youth policies in Italy. Where are we? Davide Mazzoni, Chiara Cifatte, Elvis Mazzoni, University of Bologna, Italy In Italy, currently there is not a clear normative framework about youth policies. Beside programmes that have been implemented at a national level (like Youth Guarantee), most Italian youth policies have to do with the regional and local level. Moreover, youth policies are often considered as secondary policies, due also to their partial overlap with other policy sectors. This contribution presents a review of the recent debate about the status of Italian youth policies. Based on data

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collected in the European Project "Catch-EyoU", eight policy documents, at national, regional and local level were selected and analysed through qualitative content analysis. The analysis focused on the identified priorities, and the proposed solutions, in relation with the specific representation of youth. Results show that training and occupation appear as the main priorities. The collaboration between the public and third sector plays a key role. However, despite the existence of innovative and interesting experiences, they often represent isolated cases, in absence of an unitary national framework. Discussion focuses on the main challenges for the future of youth policies that need to consider youth as a ‘resource’ (rather than ‘victims’), with the acknowledgement of the diversity of conditions that characterizes this group. Move Your Body Semanur Uyan, TED University, Turkey Move Your Body is a project which aims to contribute to the development of students’ fundamental motor skills and physical competences among kindergarten students. Early childhood times known as a critical period in terms of development and gaining basic movement skills, therefore preschool times are crucial with regards to physical education for kids. To gather the background information about the positive influence of physical activities on children’s learning and development, the valuable ideas of the pioneers of early childhood education like Rousseau and Dewey can be investigated. Physical education can make a unique contribution to the learning experience of children and may support physical, cognitive, and social development. The playful nature of physical education is considered an ideal vehicle for developing all aspects of children’s personality. Encouraging physical activity, especially in young children, can help create a healthier society, because physical activity habits can be promoted to prevent the health risks that are associated with sedentary lifestyles and obesity. As a part of EDU 401 Community Service in TED University, the project will be conducted with a disadvantages kindergarten in Ankara, Turkey. In the light of this information, I will use some physical activities like warm up exercises, running around, jumping, playing traditional games, group or individual games with some materials like ball, rope or hula hoop and gymnastics. Coping strategies and expectation of NEET youth towards labour market Viivi Krönström, Tallinn University, Estonia CATCH-EyoU Project has stated that “a major challenge for the EU is currently ‘bridging the gap’ between young Europeans and EU Institutions, by improving dialogue in order to enhance young people’s voice in EU Institutions”. Current analysis tries to bridge this gap by giving voice to NEET youth in expressing their copying strategies and expectations towards work and labour market policies. The aim of the analysis will be to understand what copying strategies NEET use towards work (personal, household, community, public policies) and what are they expectations towards labour market policies. The analysis will be based on 30 interviews with NEET youth from capital, from previous industrial areas and from rural areas in 2016 in Estonia. Patterns and resources for civic engagement of young people in Finland Pia Nyman-Kurkiala, Mikael Nygård, Patrik Söderberg, Jacob Kurkiala Åbo Akademi University, Finland The aim of this poster is to investigate patterns and drivers of civic engagement of adolescents in Finland by using survey data from the Ostrobothnian Youth survey, a survey conducted electronically in 2013 among 9th graders in 27 Finnish- and Swedish-speaking senior level schools in 14 municipalities in Ostrobothnia. This poster addresses two research questions: (a) what forms of civic engagement do adolescents principally participate in; (b) what are the main drivers of civic

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engagement among adolescents? The results show a higher level of engagement in relation to non-political activities whereas conventional and non-conventional political activities attract far less attention among youth. The foremost explanations to civic engagement were to be found in gender as well as social and political resources, respectively. The findings show only limited support for the resource model of civic participation.

Trust in media revisited: On theorizing and measuring young people's trust in news and information sources Štěpán Žádník, Jakub Macek, Alena Macková, Masaryk University, Czech Republic

Current young audiences receive news content under challenging circumstances – increasing preference of online media, multiplication of available and consumed news and information sources as well as polarization of opinion climate create a specific, novel conditions under which young people construct and experience news media as trustworthy. Among others, this puts in question the usual, for decades used methods of survey-based measuring of trust in media – with fragmentation of the online news environment, it appears that indicating media trustworthiness through addressing media types (TV, press, radio, internet) as monolithic entities turns to be problematic both in terms of validity and sensitivity. This presentation – drawing on research supported by Fulbright Commission and, in particular, on qualitative data from a pilot study into the topic – reviews existing recent studies on the topic and findings from our qualitative inquiry that included 30 respondents (with half of them aged 18-30). On this basis, the presentation proposes theoretically and methodologically revisited approach to trust in media aiming to fit more accurately the experience and practices of current (and specifically young) news audiences.

Friday, March 3, 15:00 – 17:30 Interactive Event Camelia, Jasmine, Rose

INTERACTIVE EVENT INVOLVING HIGH SCHOOL STUDENTS

Facilitators: Elvira Cicognani, University of Bologna, Italy Erik Amnå, Örebro University, Sweden Isabel Menezes, University of Porto, Portugal

The interactive event involving High School students will present the first outcomes of the intervention on youth active citizenship performed within the CATCH-EyoU project. Students from High Schools in five countries will present and discuss their work and will welcome feedback and suggestions from conference participants. Three parallel thematic sessions will be organised, based on the topics of the students’ projects. The schools involved are the following: Liceo Attilio Bertolucci, Parma, Italy Gymnazium Zdar nad Sazavou, Brno, Czech Republic Lobdeburgschule, Jena, Germany Escola Secundária Dr. Joaquim Gomes Ferreira Alves, Porto, Portugal Alléskolan, Hallsberg, Sweden

Friday, March 3, 17:30 – 19:00 Interactive Event Camelia

INTERACTIVE EVENT INVOLVING HIGH SCHOOL STUDENTS (cont.)

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Friday, March 3, 17:30 – 19:00 Interactive Event Jasmine

INTERACTIVE EVENT INVOLVING ERASMUS STUDENTS

Facilitators: Lorenzo Floresta, Italian Youth Forum; CATCH-EyoU International Youth Panel Alessandra Coppola, Italian Youth Forum Laura Birtolo, Italian Youth Forum

This session, coordinated by the CATCH-EyoU International Youth Panel, will present a simulation game, in the form of a debate, aiming to explore the conditions and potential obstacles in the dialogue of European youth with EU institutions.

Friday, March 3, 17:30 – 19:00 Oral Session Rose

DIGITAL PARTICIPATION OF EUROPEAN YOUTH

Project EUth - Tools and tips for mobile and digital youth participation in and across Europe Evaldas Rupkus, EUth Consortium International Youth Service of the Federal Republic of Germany, Germany

The aim of EUth is to get more young people involved in political decision-making and increase their trust in European political institutions. For this we need: (a) youth-friendly digital and mobile participation tools; and (b) to set up attractive participation projects. The solution is created within the EUth project: OPIN, an all-in-one proven digital and mobile participation toolbox, ready to be embedded in web presence of youth organizations or administrations. This oral paper will focus on the interim results and findings of the project research, innovation and pilot activities. A short overview of the published research findings on youth eParticipation, standard training, Open call projects and pilot organizations as also guidelines for successful youth eParticipation processes will be reviewed. An updated –2nd version– OPIN toolbox for youth eParticipation processes will be shortly presented too. Project “EUth - Tools and Tips for Mobile and Digital Youth Participation in and across Europe” has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No 649594 (www.euth.net).

Exploring civic attitudes and skills within advanced intelligent systems context: The case of METALOGUE Eleni Makri1, Dimitris Spiliotopoulos2, Dimitris Koryzis3, Vasileios Svolopoulos3, Panagiotis Brinias3 1 Hellenic Parliament Foundation, Greece 2 FORTH Institute of Computer Science, Greece 3 Hellenic Parliament, European Programs Implementation Service, Greece

Metalogue research collaborative EU project uses innovative virtual agent technology to develop, implement and test a multimodal, multi-party and multi-perspective dialogue system with metacognitive abilities for highly adaptive and flexible dialogue management. It employs virtual agent engaging in natural interaction with the user through combinations of spoken language, gestures, mimics and body language. Metalogue’s dialogue system evaluation sessions involved 42 participants before and after interacting with the avatar. The present paper attempts to present an exploration of the positive associations found between civic attitudes and skills constructs such as interpersonal and problem-solving skills and civic action (feelings of connectedness to community) (Moely et al., 2002) and especially their relationships with a number of further attitudes and personality variables measured (e.g. self-consciousness, metacognitive awareness, general and learning self-regulation, intrinsic motivation, perceived competence, self-efficacy, mastery goal orientation, individual readiness for change, relationships with others). In other words, an empirical

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evaluation of a conceptual linkage explored between multi-agent virtual interactive application domains and users’ positive attitudes and personality constructs, like civic attitudes and skills, in particular. As such, to potentially consider exploring, relating and building such civic community and engagement participation constructs among EU citizens, within advanced intelligent systems context. Constructs considered to be significant especially within multifaceted social conditions involving coordination and agreement such as negotiation, leadership, interviewing and cultural training (Lin & Kraus, 2010) and applied in diverse settings, for example, conflict resolution or crisis management.

Digital religion, a tool for dialogue among Catalan youth? Josep Lluís Micó Sanz, Míriam Díez Bosch, Alba Sabaté Gauxachs, Ramon Llull University, Spain

It could seem they have no religion, but when asked, more than 1.800 Catalan Millennials answered to our question “yes”. And not only they belong to one of the 13 present religions in this country, but also they “use” digital religion individually. Which apps do they download? Which webpages they surf? Do they tell the others they follow a certain religion or spiritual path? Our survey to 12-18 youth from all Catalonia brings light to an unknown phenomenon: if and how Millennials (not only mainstream Catholics) use digital religion. Religious apps, games, websites, online communities, as well as their participation in forums are some of the main issues we want to discover. We also aim to enlighten how these devices and systems are a tool for integration and inter-religious dialogue. Apart from these surveys, our methodology included in-depth interviews to coordinators from youth organizations and netnography. Theoretical basis of this research are based on previous investigations on communication, digital media, sociology and religion; with authors as Mark Regnerus (2002), Heidi Campbell (2013), Sandra Ponzanesi (2011) or Koen Leurs (2015). Reports carried out by institutions and governments about youth and also about technology are in our bibliography too. Main results show that digital religion is used mostly by Millennials from religious minorities as a way to build their identity and to feel belonging to a community. However, interreligious bridges among these communities are still weak.

STEP: Societal and political engagement of young people in environmental issues Maria Vogiatzi, Christodoulos Keratidis, Panagiota Syropoulou, Pantelis Pekakis, Machi Simeonidou DRAXIS Environmental SA, Greece

Decisions on environmental topics taken today are going to have long-term consequences that will affect future generations. Young people will have to live with the consequences of these decisions and undertake special responsibilities. Moreover, as tomorrow’s decision makers, they themselves should learn how to negotiate and debate issues before final decisions are made. Therefore, any participation they can have in environmental decision making processes will prove essential in developing a sustainable future for the community. However, recent data indicate that the young distance themselves from community affairs, mainly because the procedures involved are ‘wooden’, politicians’ discourse alienates the young and the whole experience is too formalized to them. Authorities are aware of this fact and try to establish communication channels to ensure transparency and use a language that speaks to new generations of citizens. This is where STEP project comes in. STEP (www.step4youth.eu) is a digital Platform (web/mobile) enabling youth Societal and Political e-Participation in decision-making procedures concerning environmental issues. STEP is enhanced with web/social media mining, gamification, machine translation, and visualization features. Six pilots in real contexts are being organised for the deployment of the STEP solution in 4 European Countries: Italy, Spain, Greece, and Turkey. Pilots are implemented with the direct participation of one regional authority, four municipalities, and one association of municipalities, and include decision-making procedures on significant environmental questions. STEP’s overall goal is to involve at least 8,000 participants in the respective environmental pilots, hoping to ultimately inform more than 80,000 people on e-participation.

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Saturday, March 4

09:00 – 10:00 Keynote Lecture Camelia

ARE THEY TRULY RADICAL? REPRESENTATIONS OF THE SOCIAL ORDER, IDENTITIES, IDEOLOGIES AND POLITICAL ENGAGEMENT OF YOUNG PEOPLE IN EUROPE Xenia Chryssochoou, Panteion University of Social and Political Sciences, Greece

This presentation will reflect on the current state of young people’s political engagement with a focus on Europe. What are the messages that we can draw looking at the diverse picture of youth’s political behaviours and what social and political psychology can contribute to their understanding? Informed by theories and research on representations of the social order, social identities and ideologies, I will re-visit the term radical in order to understand what is really at stake when young people engage in violent political actions and how these actions reflect a particular representation of the social order and impact on their identities. Examples will be drawn from different forms of activism in relation to the December 2008 revolt of youth in Greece but also from young Muslims engagement with extreme ideologies.

10:30 – 12:00 Oral Session Camelia

MEANINGS AND REPRESENTATIONS OF DEMOCRACY AND POLITICAL PARTICIPATION OF EUROPEAN YOUTH

Party choice and family influence in the age of modernity: Students’ reflections on sources of political influence on their party choice as first time voters in a Norwegian election Trond Solhaug, Niels Nørgaard Kristensen, Norwegian University of Science and Technology, Norway

This paper focuses on how young, first-time voters reflect on the sources of influence on their party choice, as they approach recent (2013) parliamentary election in Norway for the first time. Party identification has traditionally been seen as a result of family influence on social (class) identity or professional belonging. Converse, 1960; Holmberg, 2008). This view has led to the much tested hypothesis of transfer of political orientations from one generation to another (Jennings & Niemi, 1974). Later, modernists like Giddens (1991) or Beck (1986) argue that social and political orientations are first and foremost characterized by reflexivity. This imply that young people’s social and political orientations are a result of their reflections of self, and their identity, which lead to the hypothesis that; young people’s choice of party is a result of self-reflections and search for their political self. Thirty first-time voters in upper secondary school were interviewed about their party choice. We found that young voters reflect considerably over their choice, but the influence of family environment was surprisingly strong. A majority of the voters reported that their upbringing has had strong influence on their orientations, particularly where parents showed great political interest. On the other hand there is also support for increased reflectivity and the reflectivity hypothesis. This way the hypothesised family influence is supported more strongly than the modernity hypothesis. We suggest that political education should take account of this and allow for reflexivity in the formation of the students´ political self.

Social representations of “apolitical” citizens regard to the type of political engagement among Greek youth Katerina Karageorgou, Anna Madoglou, Dimitris Kalamaras, Panteion University of Social and Political Sciences, Greece

The present study focuses on different types of political engagement among Greek youth and their perception of apolitical citizens. International literature provides various concepts of ‘apolitical’

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behaviour, leading us to suppose the existence of a controversy-oriented apoliticism. Certain concepts correspond to a positively perceived notion (seemingly apolitical citizens: latent engagement), while others to a negatively perceived notion (genuine passivity). Building on Amnå & Ekman’s (2014) study, we apply multivariate cluster analysis technique on empirical data derived from our pilot study (standardized scores of political participation and political interest) in order to investigate the extent to which their typology applies among Greek youth. The results of the analysis confirm that we need to consider four distinctive forms of political engagement corresponding to active, standby, unengaged and disillusioned citizens. Furthermore, we notice differences between those groups and their political identity (ideological orientation and political status). Combining this analytical framework with the use of social representations theory provides a better understanding of how the concept of apoliticism is reflected among Greek youth and how it is influenced by their political engagement. More precisely, we present how each group within this fourfold typology differs in their perception of both apolitical status (behaviour and personal traits) and consequences of apolitical behaviour in Greek society. The democratic culture of young people in Albania Edita Fino, Natallia Sianko, Mark Small, University Marin Barleti, Albania The future of democracy in any country is dependent on how democracy is nurtured among the young. Albania is representative among the Balkan countries who aspire to become strong democracies in the European Union. Yet, little is known about how democracy is nurtured among the youth in Albania. This proposed presentation reports findings of original research that focused on understanding how young people in Albania view democratic principles and values, what their beliefs about society are, and whether and to what extent they expect to undertake citizenship roles and responsibilities in the future. Upon obtaining necessary institutional approvals, students, ages 14-15, were recruited from six public schools in urban and rural areas in Albania to participate in the study. The survey was administered in cooperation with principals and teachers in the respective schools. Data were collected electronically, using either a mobile app or a school computer. Altogether, 270 students filled out the survey. The results are described in terms of democratic competencies as defined by the Council of Europe (2016) report entitled Competencies for Democratic Culture. Specifically, the following constructs were analyzed: political discussion, participation at school, open classroom climate, conventional citizenship, gender equality, ethnic and racial rights, interest in political and social issues, internal political efficacy, citizenship self-efficacy, and expected political and civic participation. Implications are discussed for researchers and policy makers interested in promoting democratic culture. Meanings of democracy: How Czech adolescents talk about of democracy and attitudes toward immigrants Zuzana Scott, Petr Macek, Masaryk University, Czech Republic The objective of present study was to explore in more depth how adolescents understand democracy and underlying principles, their experiences with democratic decision making and how do they apply their ideas about democracy to attitudes towards immigrants. In order to research these topics, we conducted five focus groups at middle and high schools with total number of 32 respondents (14-18 years of age). Utilizing thematic analysis we identified main themes related to definitions of democracy, such as emphasis on individual rights and freedoms and representativeness of democracy. The experiences with decision making in school were classified as majoritarian or consensual and attitudes towards immigrants were characterized mostly by endorsement of assimilation. We discuss these results in the light of conflicting principles which democracy is build on, such as equality vs. freedom or majority rule vs. rights of minority.

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Youth, citizenship and democracy – Findings from a youth survey in two Nordic regions Jan Grannäs, University of Gävle, Sweden Pia Nyman-Kurkiala, Jacob Kurkiala, Henrik Kurkiala, Åbo Akademi University, Finland There are significant differences between young people regarding political interest and engagement because of different social and economic conditions. Further, active citizenship may be impeded by a societal development where life conditions deteriorate more for some groups than for others. At the same time, the reluctance among economically marginalized groups to participate in the procedures of democracy remains when the meaning of active democratic citizenship is perceived as limited. There is a need for further research in the field, in particular more qualitative studies to complement the various national and international longitudinal quantitative studies such as IEA: Cived and ICCS. Every third year in the Nordic countries, a comprehensive longitudinal youth survey is conducted which follows up national youth policy. The target groups are young people aged 13-16. The survey focuses on young people’s views on questions concerning democracy and participation, citizenship, health, enjoyment of school, leisure activities, work, and future plans. This study focuses on young people’s democratic and civic competence in two Nordic regions: Gävleborg (Sweden) and Ostrobothnia (Finland). The study’s overall objectives are to: (a) Compare youth survey results from two regions in Sweden and Finland as well as make comparisons over time, focusing on the importance of social sustainability, particularly gender, age, and diversity aspects; and (b) deepen understanding of young people’s opportunities, circumstances, and knowledge of active democratic citizenship. The samples are 2,207 students (14-15 years old) from Sweden and 1,718 students (15-16 years old) from Finland. The findings are interesting in terms of PISA results, but also of how the pupils enjoy school. Saturday, March 4, 10:30 – 12:00 Oral session Jasmine STRATEGIES AND PROJECTS TO PROMOTE YOUTH ACTIVE CITIZENSHIP IN EUROPE European youth reinvent democracy in the digital era and propose actions and projects to increase their civil and political participation Yiannis Laouris, Maria Georgiou, Future Worlds Centre, Cyprus Future Worlds Centre has envisioned, designed and currently implements the Reinventing Democracy in the Digital Era project; a global, UN Democracy Fund supported project that involves more than 1000 young people in structured deliberations. Youth from across the globe participate in week long Structured Democratic Dialogues with the aim of identifying the shortcomings of current models of governance and propose actions and projects that exploit the digital era aiming to facilitate and increase youth participation in social and political life. Their ideas are peered evaluated fro desirability, impact and feasibility and further developed and filtered to come up with a Manifesto that will summarise the key ingredients of the envisioned new system. Sharing the journeys: Combining political activism and civic engagement in youth alternative styles of participation Ilaria Pitti, Örebro University, Sweden In combination with the upsurge of the economic and migration crises, many grass-root experiences of solidarity proposing alternative answers to the increased difficulties affecting vulnerable populations have started all over Europe. These projects usually share a critical opinion on the institutional management of social disadvantages and, in most cases, they see young people occupying a leading role. Drawing from the findings of the project PARTISPACE (Horizon 2020) the proposed contribution is based on the analysis of the experiences of solidarity toward migrants and

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homeless people carried out by three youth leftist political groups in Bologna (Italy). Data have been collected between January and September 2016 through participant observations and biographical interviews with young activists. A relation between the feeling of being ‘stopped’ by the crisis, the willingness to win back the possibility of having a say on their own lives and on the world around them, and their specific modes of being engaged emerges in young people’s accounts. Focusing on their ways of conceiving and practicing politics and solidarity, the analysis shows that through these experiences of engagement young activists not only seek to deal with vulnerable populations’ material needs, but they aim at creating paths of activation where assistance is combined with or replaced by self-activation. The effort to provide migrants and homeless people with the possibility of doing something to change their lives, echoes a similar need emerging among the young people in relation to their own living conditions in the era of the crisis. Youth-adult partnerships promoting youth civic and community participation Micaela Lucchesi, ISPA - Instituto Universitário, Italy Using multiple methods, this research aimed to study the civic and community participation of young people in organizations that provide good levels of youth participation in decision-making processes, but that also involve adults in organizations’ structure. Previous studies on Youth-Adult Partnerships (Y-AP) demonstrated that when young people participate in the decision-making processes of the organization and of the community where they are involved, in a collaborative non-hierarchical process with the adults, they improve their confidence, empowerment, agency and community connections. The impact of participation and Youth-Adult Partnerships (Y-AP) on Positive Youth Development (PYD), particularly on youth empowerment, on levels of psychological agency and community connectedness were analyzed. The internal validity of the instrument was tested and the programme quality contribution for PYD was explored, particularly with regard to youth-adult partnerships in organizations and community-based associations. Programme quality and the context together had a greater contribution to empowerment, beyond the context. The component that most contributed in predicting empowerment was youth engagement in the organization programme. Furthermore, programme quality was a predictor of psychological agency and community connectedness beyond the context measures. In both cases, youth voice in decision-making gave the greatest contribution in comparison with the other programme quality constructs. The model that best predicted good psychological agency and community connectedness was the one that considered both the context and the possibility of youth expressing their voice in decision-making processes. In conclusion, adding programme quality to the context improved all variables (empowerment, psychological agency and community connectedness). Citizenship education: Meanings of young activists and attitudes of youth policy makers Airi-Alina Allaste, Mai Beilmann, Tallinn University, Estonia Citizenship education has become relevant within the discourse of active citizenship that has become important approach in last quarter of 20 century. While social citizenship based on idea that all members of a community have the right for similar welfare and state should decrease inequalities, then active citizenship model supports development of skills that were deemed necessary for labour market participation but equally so also supporting people’s civic activism. The framework for European cooperation in the youth field (2010-2018) stresses the importance of improving young people’s opportunities in education and labour market as well as promotes active citizenship and solidarity. However, there is no shared understanding of how young people should acquire skills, attitudes and knowledge required. This paper brings together views of young people and youth policy makers on citizenship education in Estonia. Empirical part of the paper is based on material collected in the framework of two large-scale European projects MYPLACE and CATCH-EyoU. Initial findings indicate that learning in (youth) organizations and youth work framework in

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wider sense is found beneficial for development of skills and knowledge both by young people as well as youth policy makers. However, diversified citizenship education could be better recognised in the light of conceptualization of citizenship models that stress the importance of participation in loose network of community action besides government centred activities and consider ‘stand-by citizens’ who bring up political issues in everyday life contexts as well as ‘leisure citizens’ who value recreational contexts. Framing European youth Jasmine Ivarsson, Örebro University, Sweden Many are the reports and studies about the challenges the European youths are facing, stimulating as well as stimulated by the development of a distinct EU youth policy domain. But little efforts have been made in order to investigate what is really happening when youth policy become an issue of EU-politics. The union cannot simply be understood as an enlarged nation state, but as creating new social fields for problem solving. Therefore it is a need to redirect the attention from nations to actors in order to study the social processes in which people make up European youth policies. This thesis is aiming at opening the black box of European youth policy making. It is based on a discourse analysis on 111 semi-structured interviews with politicians, public officials and youth organizations representatives, and 58 youth policy documents across eight member states, which mapped out four different discourses. The analysis will deepen these findings by applying a sociological perspective closely examining the social processes of the policy making. Special attention will be given to implications as well as possibilities for developing a common European youth policy.

Saturday, March 4, 10:30 – 12:00 Oral Session Rose

EUROPEAN YOUTH IN A CHANGING WORLD

Neither active nor passive! Standby citizens and the theory of connective action Behzad Fallahzadeh, University of Heidelberg, Germany Erik Amnå, Örebro University, Sweden For a long time political participation was understood in terms of the juxtaposition of active and passive citizens. This has changed during the past years and new concepts of participation have emerged. However, the problem of these newly developed approaches of current forms of political participation is that they are mostly inspired by empirical observations. In other words, our understanding stem from too literal translations of what we observe in the world out there into scientific concepts. What is lacking is a more theoretical driven understanding of current forms of political participation. Accordingly, this paper aims to take the different direction: We conceptualize a new form of political participation driven by theory. This is done by bringing together the concepts of the ‘logic of connective action’ and the ‘standby citizens’. In a nutshell, we re-formulate the ‘logic of connective action’ in a slightly different way than is done by its inventors and derive a standby/activated citizen juxtaposed to a passive/active citizen. What predicts attitudes towards immigration and free movement among European adolescents? Anu Toots, Tõnu Idnurm, Tallinn University, Estonia Recent massive immigration to Europe has sharply posed questions of tolerance and human rights. These debates are to some extent overshadowing the core principles of the European Union, such as free movement and European citizenship. Has the principle of free movement survived in people’s attitudes today, when the EU faces a wicked immigration crisis? How different population groups feel about free movement and immigrants in today’s Europe? The presentation attempts to answer

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some of these issues by studying attitudes of 14-year old students in 20 European countries by using IEA International Civic and Citizenship Education Study (ICCS 2009) data. Existing research claims universally that civic knowledge is positively associated with support towards immigrants and personal freedoms. Yet, such linear association is not confirmed in case of social identities. ICCS2009 found that boys have stronger feeling of belonging to the Europe than girls despite lower civic knowledge. These findings pose the question, what role do European identity and civic knowledge play in youth attitudes towards immigrants and free movement? Furthermore, we ask whether support towards immigrants’ rights and free movement in Europe are similar constructs? Regression analysis revealed that European identity increases support towards free movement but has no effect on attitudes towards immigrants’ rights. Civic knowledge, in contrary, has positive effect on immigrants’ rights but not on free movement. The strongest factors predicting support to immigrants’ rights are democratic values and civic knowledge. Support towards free movement of citizens within the EU is explained mainly by willingness to learn languages and opportunities to learn about Europe in school. Living in a suburb area. Which future for the Youth of the Metropolitan City of Naples? Agostino Carbone, Caterina Arcidiacono, University of Naples Federico II, Italy The study aims to explore the living conditions of youth in a large urban area during the post-economic crisis time. In more details it’s been identified the ecological factors that promote or hinder the transition to adulthood. In 2015, in Italy a law established a new administrative entity, ‘the metropolitan cities’, which provided the fusion of the ten most populous cities with their surrounding municipalities. Among these, The Metropolitan City of Naples (with population of 3,113,898) represents the third most populated area on the Mediterranean coasts of the European Union, following Barcelona and Athens. The research has involved 160 young citizens ranged in age of 18 to 34. Data were collected using a semi-structured interview and subsequently analysed through a descending textual cluster analysis. The data analysis has revealed the presence of six words cluster (weaknesses, strengths, relations, planning, memories, foreignness). The results primarily show how the youth consider the suburbs as a degraded context that does not offer any opportunity of development. The school, the square, the church represent the places where the first significant relationships with neighbourhood are established. Now young people are forced to move toward the city centre of Naples to study at university and meeting up with peers. It Is also shared assumption how in order to find a suitable employment, they either will be forced to move away from their hometown. It also emerged the thought of how getting affiliate to local organized crime could represent the primary way to get a job in these neighbourhoods. Factors influencing science communication process in Latvia Justīne Vīķe, Rīga Stradiņš University, Latvia Production and dissemination of knowledge is a duty of scientists since the 19th century. In the course of time, however, the process of knowledge production has changed and nowadays an emphasis is put on usefulness of knowledge in a broader public. Dissemination of knowledge has become an integral part of research not only in the scientific community, but also to non-specialist audience. In Latvia, several studies show that society would like to get to know more about developments and achievements of science; however, organization and leading of science communication activities carried out by the scientific community are rather fragmentary. Therefore, the goal of the study is to identify factors that define the organization of science communication in Latvia. Secondary and primary data were used in the study. Studies, statistical data and regulations served as secondary data units. Primary data were obtained using in-depth, semi-structured expert interviews with representatives of the Latvian scientific community working in natural sciences, life sciences, humanities and social sciences. The obtained data were analysed applying the qualitative

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content analysis. Several motivating factors were revealed, which mainly indicate that science communication process has to be assessed and included in the evaluation by those responsible for planning and implementing of science policy. The biggest obstacles are directly related to the lack of formal recognition, as well as comparatively low and fragmentary involvement in communication of science that creates a certain discomfort on the public level when inquiring about the limits of excellence of a scientist. The Latvian scientific community still establishes hierarchical cooperation models towards the audience outside the scientific community. Saturday, March 4, 10:30 – 12:00 Interactive Event Mezzanine Hall

YOUTH ORGANIZATIONS BLVD Facilitator: Domniki Kouitzoglou, Greek Youth Forum; CATCH-EyoU International Youth Panel This session, coordinated by the CATCH-EyoU International Youth Panel, consists of an exhibition of projects and activities carried out by local youth organizations, as follows: AEGEE-Athina, www.aegee-athina.gr AIESEC, aiesec.org AIESEC in Athens – Athens University of Economics and Business, www.aiesec.gr Association of Social Responsibility for Children and Youth, www.skep.gr Club for UNESCO of Piraeus and Islands, unescopireas.gr Erasmus Student Network Greece, www.esngreece.gr European Democrat Students, edsnet.eu Hellenic Youth Participation, hellenicyouthparticipation.com Όμιλος Νέων, Επιστημόνων και Επαγγελματιών HU.M.A.N.S., www.humans.gr Scientific Society of Hellenic Medical Students, www.eefie.org Scouts of Greece, www.sep.org.gr To Potami Youth political party, topotami.gr Saturday, March 4, 12:00 – 13:30 Round Table Camelia WHAT PROMOTES AND WHAT HINDERS YOUNG CITIZENS TO BECOME ACTIVE IN EUROPEAN POLITICS? Moderators: Elvira Cicognani, University of Bologna, Italy Frosso Motti-Stefanidi, National and Kapodistrian University of Athens, Greece Panel members: Erik Amnå, Professor of Political Science, Örebro University, Sweden Dora Giannaki, political scientist, youth expert and trainer, Panteion University of Social and Political Sciences, Greece Yannos Livanos, Former Secretary General, Secretariat of Youth, Greece Eva Majewski, Secretary General, Young Causus of CDU/CSU in the German Bundestag; CATCH-EyoU International Youth Panel, Germany Monica Menapace, Open and Inclusive Societies, Directorate-General for Research and Innovation, European Commission

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Presenting Author E-mail List

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A ALBANESI Cinzia | cinzia.albanesi@unibo.it ALLASTE Airi-Alina | alina67@tlu.ee AMNÅ Erik | erik.amna@oru.se ARENSMEIER Cecilia | Cecilia.Arensmeier@oru.se B BANAJI Shakuntala | s.banaji@lse.ac.uk BARRETT Martyn | m.barrett@surrey.ac.uk BIRTOLO Laura | laura.birtolo@yahoo.it BRUSELIUS-JENSEN Maria | mbj@learning.aau.dk C CAPELLI Claudia | claudia.capelli3@unibo.it CARBONE Agostino | agostino.carbone@unina.it CHRYSSOCHOOU Xenia | xeniachr@panteion.gr CICOGNANI Elvira | elvira.cicognani@unibo.it ÇOK Figen | figen.cok@gmail.com COMPARE Christian | christian.compare@studio.unibo.it COPPOLA Alessandra | alessandracoppola.eu@gmail.com D DAHL Viktor | viktor.dahl@oru.se E ECKSTEIN Katharina | katharina.eckstein@uni-jena.de ENCHIKOVA Ekaterina | enchicova@gmail.com F FALLAHZADEH Behzad | behzadfallah@yahoo.de FINO Edita | sbl@umb.edu.al FLORESTA Lorenzo | lorenzo.floresta@gmail.com G GRANNÄS Jan | jan.grannas@ils.uio.no GRIESBECK Michaela | michaela.griesbeck@univie.ac.at GUARINO Antonella | antonella.guarino2@unibo.it H I IDNURM TÕNU | tonu.idnurm@tlu.ee IVARSSON Jasmine | jasmine.ivarsson@oru.se J JUGERT Philipp | philipp.jugert@uni-leipzig.de K KALMUS Veronika | veronika.kalmus@ut.ee KARAGEORGOU Katerina | k.karageorgou@gmail.com KORONAIOU Alexandra | alexkoron@gmail.com

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KOTIŠOVÁ Johana | j.kotisova@gmail.com KOUITZOGLOU Domniki | dkouitz@gmail.com KRÖNSTRÖM Viivi | viivi.kronstrom@cvo.ee

L LALLI Pina | pina.lalli@unibo.it LANDBERG Monique | monique.landberg@uni-jena.de LAOURIS Yiannis | laouris@futureworldscenter.org LOFF Manuel | mloff@letras.up.pt LUCCHESI Micaela | lucmica@gmail.com

M MACEK Jakub | jakub.macek@gmail.com MACEK Petr | macek@fss.muni.cz MACKOVÁ Alena | amackova@fss.muni.cz MAKRI Eleni | el.makri@parliament.gr MAZZONI Davide | davide.mazzoni@unibo.it MEJIAS Sam | S.Mejias@lse.ac.uk MENEZES Isabel | imenezes@fpce.up.pt MOTTI-STEFANIDI Frosso | frmotti@psych.uoa.gr

N NOACK Peter | peter.noack@uni-jena.de NOULA Ioanna | I.Noula@lse.ac.uk NYMAN-KURKIALA Pia | pnyman@abo.fi

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P PADUR Kärt | padurk@gmail.com PAROLA Anna | parola.ann@gmail.com PAVLOPOULOS Vassilis | vpavlop@psych.uoa.gr PIEDADE Filipe | fpiedade@fpce.up.pt PILKINGTON Hilary | hilary.pilkington@manchester.ac.uk PIRNI Andrea | andrea.pirni@unige.it PITTI Ilaria | ilaria.pitti@oru.se

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R RÄMMER Andu | andu.rammer@ut.ee RIBEIRO Norberto | norberto@fpce.up.pt ROPOKI Panagiota | ropokig@yahoo.gr RUPKUS Evaldas | rupkus@ijab.de

S SABATÉ GAUXACHS Alba | albasg@blanquerna.url.edu ŠEREK Jan | serek@fss.muni.cz SILVA DIAS Teresa | teresasilvadias@gmail.com SOLHAUG Trond | trond.solhaug@plu.ntnu.no STROHMEIER Dagmar | dagmar.strohmeier@fh-linz.at

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T TZANKOVA Iana | iana.tzankova2@unibo.it U ÜNAL Burcu | burcu.unal@tedu.edu.tr UYAN Semanur | semanur.uyan@tedu.edu.tr V VAN Goethem Anne | A.A.J.vanGoethem@uva.nl VARVANTAKIS Christos | c.varvantakis@sussex.ac.uk VESTEL Viggo Jan | viggo.vestel@nova.hioa.no VĪĶE Justīne | justine.vike@rsu.lv VOGIATZI Maria | mvogiatzi@draxis.gr VROMEN Ariadne | ariadne.vromen@sydney.edu.au W WALSH Lucas | lucas.walsh@monash.edu X Y Z ZANI Bruna | bruna.zani@unibo.it