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International audience ; According to UNESCO, empowerment through " Media and Information Literacy " (MIL) is a prerequisite for fostering equitable access to information and knowledge and promoting free, independent and pluralistic media and information systems (UNESCO, n.d.). In the context of the social web, while new media are affirming themselves as spaces of interaction that can be an asset for civic engagement and for building a participatory culture, this empowerment takes renewed forms. While access to technology is becoming more democratic, a dual process is at work, marked by the rise, beyond social and cultural dimensions, of participatory and communicative dimensions: with both a top-down process that brings new arrangements of power within the media economy and changing ways of content production, and a bottom-up process in which actors take control over these new tools they can use as tools for integration and/or resistance, participatory culture being no longer limited to experienced users. However, this process of reallocation of power is not obvious. Developing a critical approach to information and media, giving more control over information and the power to engage and access more democracy requires going beyond the "thinking, classifying, categorizing", traditionally associated with information literacy, for implementing a "participating, confronting, sharing" in a networked world, combining various modes of access to information (printed/digital media, convergence between linguistic, iconic, auditory modes). On what conditions information and media education in the digital age can be a lever for social engagement and for building a participatory citizenship? Without seeking to systematically deconstruct the imaginary of participation, the objective is to go beyond an adaptation discourse turned towards consumption-production to take into account the effect of the choices made. That means, in a certain way, (re)politicizing information and media education so as to permit a (re)negotiation of ...

International audience ; According to UNESCO, empowerment through " Media and Information Literacy " (MIL) is a prerequisite for fostering equitable access to information and knowledge and promoting free, independent and pluralistic media and information systems (UNESCO, n.d.). In the context of the social web, while new media are affirming themselves as spaces of interaction that can be an asset for civic engagement and for building a participatory culture, this empowerment takes renewed forms. While access to technology is becoming more democratic, a dual process is at work, marked by the rise, beyond social and cultural dimensions, of participatory and communicative dimensions: with both a top-down process that brings new arrangements of power within the media economy and changing ways of content production, and a bottom-up process in which actors take control over these new tools they can use as tools for integration and/or resistance, participatory culture being no longer limited to experienced users. However, this process of reallocation of power is not obvious. Developing a critical approach to information and media, giving more control over information and the power to engage and access more democracy requires going beyond the "thinking, classifying, categorizing", traditionally associated with information literacy, for implementing a "participating, confronting, sharing" in a networked world, combining various modes of access to information (printed/digital media, convergence between linguistic, iconic, auditory modes). On what conditions information and media education in the digital age can be a lever for social engagement and for building a participatory citizenship? Without seeking to systematically deconstruct the imaginary of participation, the objective is to go beyond an adaptation discourse turned towards consumption-production to take into account the effect of the choices made. That means, in a certain way, (re)politicizing information and media education so as to permit a (re)negotiation of ...

International audience ; This paper draws on the first results of an ongoing research (2017-2021), on the implementation of a Youth Popular University (YPU) in a French metropolitan area (Northern France) (Azizi & Maury, 2018). Our objective is to study the actions developed under this project, and specifically, during the first phase, how young people (18-30 years old) are mobilizing, in particular when involving in speakers' corner experiences. The results are based on the data collected throughout the SC implementation process: fromthe reflection on a previous SC experience (strengths, limitations), to the mobilization of young people during a training phase, until the key moment of its effective implementation. In an anthropological perspective, we consider the SC as an evolutive process, as it is experienced by the actors (Turner & Bruner, 1986), paying attention, beyond their narratives, to their "ways of being" in the world, between individual and collective, sensible and intelligible.As designed in the project, as potential space, the "speakers' corners" (SC) offer opportunities to live complex experiences. "Young people have critical faculties, critical sense, naturally developed, but not always well controlled, when expressed through violence or anger. How to channel criticism, with method, to make it constructive, sending a clear message? " asks the project manager.From enclosed space to public space (plaza in front of a station), the speakers' corners" are a platform for free speech, for expression of critical consciousness on transverse issues (City as a playground; Youth and environment "Free your voice") : more theatrical on esplanade (outdoors), they attract passersby, arousing curiosity ; placemaking reinforces connections between people and spaces they share: reflection on how take ownership of the city, thinking everyday spaces and their potential (making common spaces, the heart of community). From the microphone to the megaphone, the voice amplification brings a performative ...

International audience ; This paper draws on the first results of an ongoing research (2017-2021), on the implementation of a Youth Popular University (YPU) in a French metropolitan area (Northern France) (Azizi & Maury, 2018). Our objective is to study the actions developed under this project, and specifically, during the first phase, how young people (18-30 years old) are mobilizing, in particular when involving in speakers' corner experiences. The results are based on the data collected throughout the SC implementation process: fromthe reflection on a previous SC experience (strengths, limitations), to the mobilization of young people during a training phase, until the key moment of its effective implementation. In an anthropological perspective, we consider the SC as an evolutive process, as it is experienced by the actors (Turner & Bruner, 1986), paying attention, beyond their narratives, to their "ways of being" in the world, between individual and collective, sensible and intelligible.As designed in the project, as potential space, the "speakers' corners" (SC) offer opportunities to live complex experiences. "Young people have critical faculties, critical sense, naturally developed, but not always well controlled, when expressed through violence or anger. How to channel criticism, with method, to make it constructive, sending a clear message? " asks the project manager.From enclosed space to public space (plaza in front of a station), the speakers' corners" are a platform for free speech, for expression of critical consciousness on transverse issues (City as a playground; Youth and environment "Free your voice") : more theatrical on esplanade (outdoors), they attract passersby, arousing curiosity ; placemaking reinforces connections between people and spaces they share: reflection on how take ownership of the city, thinking everyday spaces and their potential (making common spaces, the heart of community). From the microphone to the megaphone, the voice amplification brings a performative ...