Youth Participation and Public Space in Milan: the B-YOUth Forum Research Lab

This contribution aims to foster a pedagogical reflection on the role of young people in the contemporary process of transformation of urban areas, with a specific focus on urban public spaces as hubs of relationships and democratic participation for young people. Specifically, the paper will present a model of public engagement called B-YOUth Forum, part of the broader MUSA project (https://musascarl.it/). This participatory research laboratory, targeting young people aged 14 to 25, leverages interdisciplinary scientific research to support younger generations in understanding the transitions occurring in the territories where they live. Urban spaces are vital contexts for continuous learning through formal, non-formal, and informal education (Hart, 1997; Checkoway & Gutiérrez, 2006). Across major European cities, youth participation in urban transformation has gained prominence, with local administrations increasingly fostering actions to create sustainable and inclusive urban landscapes (Malone, 2002). These efforts often aim to involve marginalized actors and invest in youth participation within urban areas. Research, particularly in European contexts, has highlighted how young people use and perceive diverse urban spaces such as parks, squares, and public buildings. However, processes like privatization, purification, and militarization have transformed many public spaces into semi-public areas, limiting their openness and accessibility. Despite these challenges, public spaces retain the potential to serve significant social, political, and educational functions, especially when they reflect the city’s diversity (Boccaletti, 2024). They can act as platforms for education in diversity, enabling individuals to engage with the social and physical boundaries that shape urban realities. Among the various urban actors inhabiting our cities, young individuals represent a component to which European urban policies are increasingly attentive. Attempts, not always yielding satisfactory results, are being made to intercept the forms and places of young people’s participation in public life (Viederman et al., 2023). In this perspective, pedagogical reflection questions the role of young people in the processes of transforming urban areas, with specific attention to urban public spaces as centers of relationship and democratic participation for youth. This contribution presents the findings of a research project conducted in Milan (Italy), in the urban squares of a university district: Milano Bicocca. The project was carried out by the B-YOUth Forum research lab, an intergenerational and interdisciplinary laboratory based within the University of Milano-Bicocca. Within this framework, the research study presented here focuses on observing how young people today use - or do not use - public spaces in the city, as well as their presence - or absence - in urban areas. Specifically, we aimed to address the following research question: how do young people use and perceive urban squares in a city undergoing regeneration, such as Milan? However, it is essential to emphasize that this question served as a starting point for exploring interdisciplinary collaboration with young people, with the goal of identifying strategies and methods to enhance their critical urban analysis skills through research activities. Consequently, our focus was directed towards the methods and procedures explored and implemented. Through a specific pedagogical facilitation, these skills were transformed into active and democratic citizenship competencies, crucial for taking care of their own territory with a sustainable perspective. It is imperative to reexamine the various forms of the city, adopting a perspective that explicitly considers urban territory alongside younger generations, the experts by experience (Westwood et al., 2014). The research is being carried out by B-YOUth Forum, which is operating as an interdisciplinary research laboratory open to young people aged 14 to 25 (n. 15). Promoted by the University of Milano-Bicocca, BYOUth Forum is part of the MUSA project (Multilayered Urban Sustainability Action), funded by the Ministry of University and Research under the National Recovery and Resilience Plan with the aims to transform the metropolitan area of Milan into an innovation ecosystem for sustainability and urban regeneration. B-YOUth Forum engages Young people from Day Care Centers near the University. This population is often considered a marginalised and vulnerable group, but on the contrary, it has valuable perspectives and experiences key for promoting social justice and inclusion even in research processes in the territories they inhabit (Pippa et al., 2021). The project also includes students from secondary schools, universities, civil service, PhD candidates, postdocs, and researchers. B-YOUth Forum adopts a participatory research approach (Delgado, 2006), acknowledging children and young people as capable of generating rigorous knowledge and critical reflection (Appadurai, 2006). Moreover, when children’s and young people’s engagement in research is seen as an integral aspect of their protagonism and their participation in the territories they inhabit, the disconnection between theory and practice, thought and action, is recomposed in a dialectical relationship. Within the lab, data was collected through observations, visual methods (Bignante, 2011), video interviews, and focus groups involving young residents of the neighbourhood and university students. Moroever, the lab also adopts several languages belonging to the arts-informed methods (Eisner, 2008), which enrich the traditional ways of doing research and represent an authentic possibility for young people to communicate their experiences and perspectives (Gerber et al., 2020). In this sense, arts-informed methods are used as a way of combining the power of artistic expression with the principles of participatory research to engage young people in exploring, understanding, and reflecting on issues relevant to their lives (Biffi & Zuccoli, 2016; Groundwater-Smith et al., 2017). Overall, therefore, arts-informed methods prove effective in transcending cultural and language barriers, promoting diversity in communication (Montà et al., 2022). Finally, the research project emphasizes ethical considerations, ensuring the well-being, privacy, and informed consent of the young individuals involved. This commitment aligns with the principles of ethical research practices, fostering a sense of trust and respect within the research partnership. In conclusion, the contribution sheds light on the dynamic interplay between urban spaces and the lives of citizens, with a particular focus on the role of young individuals. The porous boundaries between public and private spaces, physical and virtual relationships, underscore the complexity of contemporary cities. The growing attention to youth in urban policies and the expanding field of youth geography indicate a recognition of the significant role young people play in shaping the urban landscape. The pedagogical perspective presented in the contribution prompts a reflection on the transformative role of young people in urban processes, especially within the realm of public pedagogy (Biesta, 2012). Cities are viewed as essential environments for continuous learning, and the actions of young people are seen as political acts that unfold in public spaces. The B-YOUth Forum, as a research laboratory, exemplifies a collaborative effort to engage young people in understanding societal transitions and contributing to urban sustainability and regeneration. The inclusion of diverse stakeholders, from students to researchers, reflects a commitment to generating a positive impact on territories with a focus on sustainability, justice, and inclusion. We expect to be able to share reflections both on the contents of our research –the connection between youth, public spaces and participation, with a focus on squares – and also on our research approach, which holds a pivotal role, shaping the very essence of our research endeavor because it promotes the cultivation of research competencies equipping the participants with the ability to systematically and critically investigate reality (Ratotti & Biffi, 2024).