Introduction: Research shows that participatory innovations rarely adopt an
intersectional perspective (Wojciechowska, 2019) and even less frequently
address intergenerational and intragenerational social justice. While youth
activism and participatory mechanisms are key resources for social change,
young people's perspectives are often marginalized in schools and communities
(Collins, 2017). Purpose: As part of the Horizon Europe SINCRONY project, this
study aims to examine power dynamics, internalised biases, and barriers to
participation, seeking to identify paths to inclusive democratic processes
through intergroup dialogue (Schoem & Hurtado, 2001). More specifically, it
investigates youth narratives on intersectional inclusion and exclusion in school
and community participation processes. Method: To achieve the research
objectives, five focus groups were conducted in school and community contexts
in the Emilia-Romagna region, Italy, involving 47 participants (28 cisgender
women, 17 cisgender men, 2 non-binary persons, aged 16-28). Three groups
consisted of high school students, and two involved members of youth
community organisations. Discussions explored dominant narratives, personal
experiences of inclusion and exclusion in participatory settings, and
perspectives on youth organisations as spaces of participation. The discussions
were recorded and transcribed verbatim with participants' consent. A thematic
analysis of the transcripts was conducted. Results: Findings reveal contrasting
perspectives, largely shaped by the participants' contexts. High school students
tended to frame inclusion and exclusion in terms of individual traits and
interpersonal experiences, emphasising personal agency and the role of action
versus inaction. In contrast, members of youth organisations highlighted
systemic and sociocultural barriers, underscoring the structural and institutional
forces that create privilege-oppression dynamics. Participants also reflected on
the complexities of youth participation across various forms—from formal
representation to collective protest—identifying both its challenges and
strengths. Conclusions: The study provides insights into perceptions of youth
participation barriers, creating opportunities to define strategies for fostering
inclusive democratic participation in schools and communities.Keywords:Youth participation,intersectionality,inclusion,deliberation,socialjustice