From scouts, glassworkers and penguins: a century of child and youth participation

In 2026, Chile marks two decades since the emergence of the so-called "Penguin Revolution," a student-led movement that has become emblematic of youth participation in national public life. Yet, this moment is far from the beginning of such engagement. A century earlier, in February 1925, children working at the National Glass Factory staged their own strike, led by a committee of children under twelve who presented demands to the regional government, calling for wage increases and an end to mistreatment by overseers. That same year, the Chilean Scout Association was declared a National Institution, with thousands of members engaging in civic, patriotic, environmental, and volunteer activities. These early examples reveal a long-standing tradition of youth involvement in community affairs, predating the more recent Penguin Revolution by nearly a century. The exhibition "A Century of Youth Voices: From Scouts, Crystal Workers, and Penguins" seeks to illuminate this history through a collaborative effort involving the Fundación Momento Ciudadano, the University Diego Portales School of Design, the National Historical Museum, and the Museum of Memory and Human Rights. The exhibit opened recently at the latter institution, offering visitors a comprehensive look at how young people have shaped societal change over time. Its core argument is that youth participation in public life is not a modern phenomenon but rather a consistent feature of Chilean society spanning more than a century. It challenges the common perception that such involvement is a recent anomaly, instead highlighting its diversity and historical depth. The project aims beyond mere education, it fosters two key historical competencies: historical empathy and historical responsibility. Historical empathy involves understanding past decisions within their own context, without imposing present-day values or judgments. Historical responsibility, meanwhile, acknowledges that children and adolescents have always been active participants in shaping history, bearing both positive and negative consequences for their actions. This approach encourages viewers to recognize the agency of young people throughout history, not as passive subjects but as active contributors. Acknowledging youth agency does not imply uncritical acceptance or manipulation by adults. Rather, it means recognizing that young people have had, and continue to have, the capacity to influence their environments. They must also take responsibility for their actions, just as today’s generations must. The exhibit suggests that forming citizenship should not wait until individuals reach adulthood. Instead, it should begin with acknowledging that youth have already participated in shaping society, often in ways overlooked or dismissed. This perspective challenges conventional views of civic education, which often frames youth participation as preparation for future roles as full citizens. The historical record, however, shows otherwise: children and teenagers have consistently engaged in public life, contributing to social movements and community initiatives. The question is not whether we allow them to participate, but whether we are willing to support, value, and engage with their contributions. To ask “Who makes history?” is to acknowledge that young people have always been part of the answer. By confronting these narratives, the exhibition invites reflection on how society has historically responded to youthful activism. It also prompts consideration of current practices, whether they foster or hinder such participation. The goal is not to romanticize the past but to recognize its complexity and relevance to contemporary discussions about youth empowerment and civic engagement.