This article is dedicated to the analysis of protest activity of the Russian youth in the context of the institutionalization of the global digital politics. The contradictions existing in the Russian political system are viewed in the form of conflict, which determines the specificity of the reproduction of protest activity of the representatives of youth cohort. The ambiguities in implementation of state policy manifest as the trigger for the formation of protest activity, including mobilization of social activity of youth in constructive / destructive behavioral practices. Research methodology is comprised of the concept of social action in interpretation of M. Weber, T. Parsons, J. Habermas, as well as the theory of social changes developed by P. Sztompka, which allows relying on the thesis of the mutual interaction of structures in relation to the actors in terms of analysis of youth protest. Interpretation is given to the results of discourse analysis of political media texts on the Internet that was conducted by the authors. The scientific novelty consists in determination of the existing expert opinions on the conditions necessary for minimizing protest activity of the youth, as well as most widespread technologies used for their implementation. Of particular importance are the results of the original empirical study that allow interpreting the two positions, which reflect the opinion within the professional environment on the role of youth in protest movement of the Russian Federation, forming the so-called “ideological foundation” for further reasoning on the state and social activity related to protesting youth.
Introduction. The article is devoted to the problematization and conceptualization of influence, as well as the potential for participation of higher education institutions, as educational and scientific centers, in the formation and implementation of gender and sexual policies in modern European countries, which are widely debated and ambiguously perceived in society.
Methods. The article conceptualizes the concepts of gender and sexual policy in two senses: as a sphere of the struggle for power, as well as a system of technologies and actions in solving socially important problems. As a theoretical and methodological framework, the principles of social constructionism are used in interpreting the content, meaning and research of technologies for the formation of public representations and culture on issues of intimate and inter-sexual relations. Based on the use of general scientific methods and the heuristic potential of the Overton window concept, a scheme is proposed for explaining and studying the participation of universities in the “promotion” of relevant policies and politics.
Results. The heuristic potential of the concept of “Overton’s Window” to the political science problematization, interpretation and explanation of the “soft power” potential of modern universities in shaping, discussing the social and political agenda on sexual and gender culture in Europe is revealed. It is shown that sexual and gender policies in society can be aimed at changing the values, perceptions and norms of the organization of interactions in the relevant areas of life, both at the level of individual practices and social institutions. Social and communicative technologies (informed discussion, events, creation of terms, name-calling) that are (un)intentionally used in the framework of higher education institutions to normalize and politicize ideas, perceptions and values regarding gender issues, the organization of sexual life can be interpreted as important tools for transforming unthinkable practices and beliefs into the category of not only acceptable, eligible on the existence of a pluralism of views, but also dominant in political discourse.
Discussion. The issue of the ethical principles of the implementation of the “soft power” strategy by European universities, as well as the political and social sense and consequences of radical transformations in gender and sexual culture and the structure of society, present in the discourses of European academic science and education, remains open and poorly studied.
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