Unequal Representation of Global Youth Knowledge in UNESCO Youth Discourse
(Representasi Ketimpangan Pengetahuan Pemuda Global dalam Wacana Kepemudaan UNESCO)
DOI:
https://doi.org/10.12026/sym.v1i1.106Keywords:
Epistemic Inequality, Global South Youth, Qualitative Case Study, UNESCO IESALC, Youth PolicyAbstract
This study employs a qualitative case study approach to analyze the mechanisms of representation of Global South youth knowledge within UNESCO youth policy processes, rather than to achieve global statistical generalization. The units of analysis are two UNESCO IESALC initiatives, namely Youth as Researchers and Youth-informed Policy Papers, which are treated as institutional cases. Data are drawn from official policy documents, program reports, and related publications. The analysis is conducted through content analysis and thematic analysis to examine the relationships between participation mechanisms, knowledge legitimacy, and policy integration. The findings indicate that Global South youth are actively involved in knowledge production; however, their contributions more often remain at the consultative level and are not substantively integrated into UNESCO’s global policy decision-making. This study does not claim to represent all UNESCO policies, but rather elucidates patterns of structural epistemic inequality that emerge in these two cases.
Abstrak
Penelitian ini menggunakan pendekatan studi kasus kualitatif untuk menganalisis mekanisme representasi pengetahuan pemuda Global South dalam proses kebijakan kepemudaan UNESCO, bukan untuk melakukan generalisasi statistik global. Unit analisis penelitian adalah dua inisiatif UNESCO IESALC, yaitu Youth as Researchers dan Youth-informed Policy Papers, yang diperlakukan sebagai kasus institusional. Data bersumber dari dokumen kebijakan resmi, laporan program, dan publikasi terkait. Analisis dilakukan melalui content analysis dan thematic analysis untuk menelusuri hubungan antara mekanisme partisipasi, legitimasi pengetahuan, dan integrasi kebijakan. Hasil penelitian menunjukkan bahwa pemuda Global South terlibat secara aktif dalam produksi pengetahuan, namun kontribusi mereka lebih sering berhenti pada level konsultatif dan belum terintegrasi secara substantif dalam keputusan kebijakan global UNESCO. Penelitian ini tidak mengklaim seluruh kebijakan UNESCO, melainkan menjelaskan pola ketimpangan epistemik struktural yang muncul dalam dua kasus tersebut.
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