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‘Digi ali y Fo Fu u e’? – The
Po en ial o Digi al P ac ices
o T ans o ma i e Educa ion
in he A ea o Clima e
Change
GI_Fo um 2024
Full Pape
Co esponding Au ho :
ch is ian.do sch@uni-osnab ueck.del
DOI: 10.1553/giscience2024_01
Submi ed: 05/01/2024
Accep ed: 10/21/2024
Ch is ian Do sch1
1Osnab ück Uni e si y, Ge many
Abs ac
The F idays Fo Fu u e mo emen b ough he issue o clima e c isis an eno mous boos in
public awa eness and gene a ed g ea in e es in clima e- ela ed opics among s uden s.
The pa icula way in which issues o clima e p o ec ion o clima e adap a ion a e
nego ia ed by social media communi ies ensu es hei appeal. Two ques ions a ise om his:
Which digi al p ac ices do ac i is s o F idays Fo Fu u e use o dissemina e knowledge on
clima e and clima e change? How do hese p ac ices a ec in o mal lea ning p ocesses in
he knowledge domain o clima e and clima e change? Resul s ob ained om a quali a i e
con en analysis o pos s and documen s c ea ed by membe s o digi al communi ies o he
F idays Fo Fu u e mo emen and in e iews wi h ac i is s show ha p ocesses o iden i y
o ma ion ake place in he communi ies. I hese knowledge p ac ices a e aken up and
e lec ed upon in he class oom, hey can be ans e ed o o mal educa ional p ocesses,
in e ms also o ans o ma i e lea ning.
Keywo ds:
digi al condi ion, social media, educa ion o sus ainable de elopmen , ans o ma i e
lea ning
1 In oduc ion
The mo emen F idays Fo Fu u e (FFF) mobilizes a huge p opo ion o i s ollowe s by
ac i i ies on social media, h ough bo h campaigning and sha ing clima e knowledge. Fo
knowledge-sha ing, ac i is s e alua e scien i ic sou ces and e-p esen he in o ma ion o
social media pla o ms. They hen use he pla o ms' mechanisms o dis ibu ion. The
con ibu ion o social media ac i i ies by FFF and o he g oups o clima e and sus ainabili y
educa ion is subs an ial. In a su ey o 129 geog aphy s uden eache s a Goe he Uni e si y
F ank u in 2022, 74% o he esponden s s a ed ha hey o en o e y o en ob ain
in o ma ion abou clima e change om social media. The answe “uni e si y” as he sou ce o
in o ma ion came only in hi d place, wi h 31%. 6.4% o he esponden s had al eady p oduced
hei own con en on social media abou clima e and clima e change; 32% had sha ed pos s.
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These indings pose a g ea challenge o schools and uni e si ies, because lea ne s, as use s
o social media, mus be augh he necessa y li e acies o be able o ecognize misin o ma ion
as such.
Knowledge is p oduced and sha ed on social media in wo dimensions: ha o he c ea o s
and ac i e dissemina o s o con en , and ha o he consume s.
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This pape will ocus on he
i s le el, namely how clima e knowledge is dissemina ed h ough social media, and how
lea ne s can imp o e hei compe ences when hey p oduce pos s abou clima e and clima e
change on social media. This will be illus a ed by he example o he g oup FFF, which
egula ly se es as a sou ce o in o ma ion abou clima e and clima e change o almos 31%
o he s uden s su eyed.
The p ac ices o FFF include selec ing, e lec ing on, and sha ing knowledge. These ac i i ies
a e in e dependen wi h he dimensions e e en iali y, communali y and algo i hmici y in
S alde ’s concep o he “digi al condi ion” (2018) (see sec ion 2 below).
This leads o he wo ques ions ha his pape explo es: Wha digi al p ac ices do FFF ac i is s
use o dissemina e knowledge on clima e and clima e change? The second ques ion depends
on he i s : Do he p ac ices iden i ied ini ia e in o mal lea ning p ocesses in he ield o
clima e and clima e change when ac i is s make use o hem? I explo e hese ques ions by
analysing social media pos s and o he documen s p oduced by FFF ac i is s. I deepen he
insigh s gained wi h he help o ou in e iews wi h s uden s who desc ibe hemsel es as
clima e ac i is s. Fi s , he heo e ical e e ences o he 'digi al condi ion', and i s in luence on
bo h clima e ac i ism and ans o ma i e educa ion ha o ms he basis o he esea ch, a e
es ablished below.
2 The digi al condi ion
As Jö issen and Ma o zki poin ed ou as long ago as 2009, he wo ld in which s uden s li e
oday is cha ac e ized by a comp ehensi e ‘mediali y’. The de elopmen o he In e ne o
Things, ubiqui ous digi al de ices such as sma phones, able s, and wea ables, and he use o
algo i hms o acili a e e e yday li e ha e led o media de e mining he s uc u es o
wo ld iews. Consequen ly, we do no beha e owa ds media, bu in media. In he p ocess, he
ela ionship be ween one’s sel and he wo ld (“sel –wo ld ela ions”; Jö issen & Ma o zki,
2009) change, and mediali y becomes he basis o all educa ional p ocesses (Jö issen, 2013).
The all-encompassing media iza ion desc ibed by Jö issen and Ma o zki is also hema ized by
Felix S alde (2017), a media scien is . In his ou line o he digi al condi ion, he delibe a ely
does no speak o he p ocess o digi iza ion, since he conside s digi iza ion o be so a
ad anced ha ou e e yday wo ld is al eady pe mea ed by digi ali y. E en i we do no in e ac
wi h digi al echnologies in some a eas o li e, hey a e a cons i u i e elemen o cul u al
p ac ices and p ocesses o subjec i a ion.
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By iewing and ‘liking’ pos s, a consume also con ibu es o dissemina ion h ough he
pla o m's algo i hms.
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The e a e a ious de ini ions, made by media scien is s, o digi al o “media” p ac ices ha
ake place in he digi al wo ld. Ma oni and T e é (2014), o example, desc ibe hem as
“ ou inized and c ea i e social p ac ices in which ac i is s engage and which include, i s ,
in e ac ions wi h media objec s […], h ough which ac i is s can gene a e and/o app op ia e
media messages and, second, in e ac ions wi h media subjec s […] who a e connec ed o he
media ealm” (p. 259). S alde (2018) chooses a sligh ly di e en app oach and labels he
p ac ices “ e e en iali y”, “communali y” and “algo i hmici y”. Cul u al ac o s, such as a is s
o musicians, ha e always e e ed o each o he ’s wo ks in hei own wo ks, alo ized hem
and changed hem ( e e en iali y). The all-encompassing a ailabili y o cul u al ma e ial and
digi al access o i now make i possible o e e yone o gene a e new meanings on compu e s
o sma phones by selec ing and ea anging exis ing ma e ial. Wi hin a pa icula communi y,
o example he Wikipedia communi y, he esou ces and op ions o ac ion a e a ailable o
he cul u al p oduce s, and only h ough hese esou ces can he meanings c ea ed become
pe manen (communali y). A he same ime, dynamics o ne wo k powe ha con igu e
olun a iness and coe cion, au onomy and he e onomy in a new way a e a wo k in he
communi y (S alde , 2018, p. 13). Au oma ed decision-making p ocesses in he o m o
algo i hms educe he low o in o ma ion and selec wha is made isible o human
pe cep ion. Algo i hms ul ima ely decide wha becomes he basis o human ac ion, hus also
wha is aken up and ep oduced a is ically (algo i hmici y). These h ee cu en ly dominan
p ac ices ha cons i u e cul u e, as desc ibed by S alde , a e also pa icula ly ele an o he
s udy o educa ional p ocesses in he digi alized p esen . They ma k he end o he “Gu enbe g
Galaxy” as S alde calls i in e e ence o McLuhan (1995), in which he p in ed wo d was he
leading medium.
The dimensions o he “digi al condi ion” ou lined abo e a e pa icula ly sui able o cap u ing
he p ac ices used by FFF ac i is s in social media and analysing hem in e ms o hei
educa ional po en ial. They also se e as he basis o he ca ego y sys em wi h which he da a
collec ed o his s udy we e analysed.
3 Clima e ac i ism in he digi al condi ion
Since 2019, he numbe o esea ch pape s on clima e ac i ism on social media and FFF in
pa icula has inc eased signi ican ly (Ba an & S ol enbe g, 2023, p. 465). I is no only because
o he es ic ions on people’s mo emen s b ough abou by he COVID-19 pandemic ha
he FFF clima e mo emen elies on social media ne wo ks o ec ui pa icipan s in
demons a ions; o he o ms o “ o ced digi alisa ion” (So ce & Dumi ica, 2023) ha e also
esul ed in a signi ican inc ease in hei ec ui men online. So ce and Dumi ica iden i y ou
clus e s o ac ion ac ics used by FFF ac i is s du ing he pandemic, when in-pe son ac ion
was la gely p ohibi ed: con en ious digi al ac ions (e.g. digi al s ikes o online campaigns);
digi al pa ne ship de elopmen ; online communi y engagemen ; online in o ma ion and
educa ion (e.g. webina s on clima e opics, li e e en s and online news) (So ce & Dumi ica,
2023, pp. 576–78).
The ac i is s use scien i ic knowledge abou clima e change “as ele an o hei engagemen
wi hin he mo emen in gene al” and “ a o a gumen s ha a e based on scien i ic knowledge”
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(Soßdo & Bu gi, 2022, p. 10). Acco ding o hese au ho s, he mo emen 's success can be
explained in pa by he use o his scien i ic knowledge, as i legi imizes hei cause. The
au ho s di e en ia e be ween s a egic and spon aneous use o scien i ic knowledge. The
o me migh be ci ing scien i ic indings in a social media pos in o de o d aw a en ion o
he u gency o one's own conce n. “Spon aneous” uses would include, o example, ac i is s
aking pa in online discussions and p o iding a gumen s in a ou o hei posi ion. FFF
ac i is s can he e o e be desc ibed as “al e na i e science communica o s” (Faehn ich e al.,
2020; Maeseele, 2009).
As well as he con en s o he pos s, jus how ac i is s use he mechanisms o social pla o ms
was analysed. So ce (2023) ocuses on he way in which FFF uses algo i hms o pu sue i s own
goals. Th ough in e iews wi h FFF ac i is s, she iden i ies he ollowing ways o dealing wi h
algo i hmici y, which she di ides in o ou main ca ego ies:
 Algo i hmic Consciousness: unde s anding, unc ions, issues, pi alls and
misin e p e a ions
 Algo i hm as S ake: con en ious impo ance, ac ical poli ics
 Algo i hm as Repe oi e: ole in ac i ism, algo i hmic campaigning
 Da a Con en ion: da a analysis, con en ious digi al ac ics, unc i ical uses. (p. 223)
Ano he way o gene a e a en ion o clima e issues, especially among people who a e no
e y poli ically in ol ed, is h ough memes – i.e. digi al uni s, based on imi a ion and
adap a ion, ha a e c ea ed and sha ed ia social media (Shi man, 2013). They a e an example
o S alde 's dimension o e e en iali y. In hei s udy, Johann e al. (2023) s a e ha memes
“lowe he h eshold o pa icipa ion by highligh ing he ele ance o socio‐poli ical issues
and os e ing ac i e use in ol emen ” (p. 234). They he e o e ha e “agenda-se ing
po en ial” (p. 234) in online discou ses.
The esea ch p esen ed he e demons a es a a ie y o o ms o ac i ism and ac ics used by
FFF ac i is s in social media. The ques ion emains as o wha ex en educa ional p ocesses
a e ini ia ed among he c ea o s o he pos s.
4 T ans o ma i e educa ion
In o de o be able o de ine hese educa ional p ocesses in mo e de ail, he concep o
“ ans o ma i e educa ion” is help ul. C i icism o an ins umen al Educa ion o Sus ainable
De elopmen (ESD 1) has led o an emphasis on he impo ance o a mo e e lexi e and
emancipa o y o m o ESD (ESD 2) (G yl & Budke, 2016; Va e & Sco , 2007). This highligh s
he need o ques ion one's own posi ions and a i udes and o unco e he con adic ions and
unce ain ies ha can hinde o p e en sus ainable ac ion. T ans o ma i e lea ning also aims
o ecognize global in e dependencies and implici powe ela ions in he sus ainabili y
discou se, o e lec on one's own posi ions, and hus o enable he o ma ion o one's own
opinions and a i udes (S e ling, 2011). The aim is hus a quali a i e change in sel -image,
wo ld iew and opinion o ma ion, which also includes, o example, ques ioning es ablished
economic o ms (such as he neolibe al g een g ow h na a i e) and conside ing al e na i e
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o ms o economic ac i i y (such as pos -g ow h app oaches, o he economy o he common
good), bu wi hou in oducing hese om a monope spec i e.
A cen al aspec o he ans o ma i e lea ning p ocess is he abili y o analyse he social
discou se on sus ainabili y. This equi es he iden i ica ion o ac o s, social na a i es and
p ac ices, as well as e lec ion on one's own posi ioning. The powe and in e p e a ion
s uc u es unco e ed should be made nego iable in a e lexi e p ocess and, in p inciple,
accessible o ans o ma ion (Pe ig, 2021).
In o de o implemen ans o ma i e lea ning in he class oom, Pe ig p oposes a iad o
posi ioning, e lec ing and expe imen ing. The i s s ep in ol es a icula ing and ac ualizing
one's own pe spec i es on a wo hwhile p oblem case. Lea ne s exp ess hei posi ions in an
unbiased manne and ela e hem o each o he .
In he second s ep, he lea ne s' p econcep ions should be challenged by al e na i e poin s o
iew. An example o his could be he inclusion in he discussion o al e na i e economic
o ms, such as deg ow h. This con on a ion may p omp lea ne s o ques ion hei own
posi ion and e lec on whe e hei con ic ions come om. The aim is also o ocus on
posi ions in he sus ainabili y discou se ha a e ma ginalized and coun e -hegemonic.
By amilia izing hemsel es wi h al e na i e pe spec i es, lea ne s can e-e alua e a p oblem
and discuss he ele ance o he pe spec i e o hei own li es. O he s anda ds can hen be
used, o example o he ques ion o wha cons i u es a good li e. Finally, he a ious
al e na i es should also be ac i ely ied ou , i possible, in o de o expand lea ne s’ own
a icula ion op ions (Pe ig, 2021, pp. 12–13). In p ac ical e ms, his migh mean ying ou
he concep o “deg ow h” in he school’s ai - ade shop.
5 Me hods
The explo a o y basis o answe ing he esea ch ques ions was he analysis o documen s and
pos s c ea ed by suppo e s o FFF in social ne wo ks and on o he in e ne pla o ms. This
analysis gene a ed ini ial indica ions ega ding he use o digi al p ac ices wi hin he
communi y. The insigh s gained we e hen deepened wi h he help o in e iews.
To ec ui in e iew pa ne s, a digi al su ey was i s conduc ed among 129 s uden s in he
geog aphy eaching deg ee p og ammes a Goe he Uni e si y F ank u . The su ey ocused
on he opic o in o mal lea ning, wi hin social media, in he knowledge a ea o clima e and
clima e change. The c i e ion o selec ion as in e iew pa ne s was ha he esponden s had
al eady c ea ed o a leas dissemina ed pos s on social media in his pa icula knowledge a ea.
Fou s uden s we e iden i ied as in e iewees. The in e iews, which las ed abou 30 minu es,
comp ised ques ions ha we e la gely de i ed om he heo e ical explana ions o he
dimensions o S alde ’s “digi al condi ion” and deal p ima ily wi h he s uden s' digi al
p ac ices, hei ole wi hin he FFF communi y, and hei own lea ning in ela ion o he opics
o clima e and clima e change.
The ansc ibed in e iews we e analysed using quali a i e con en analysis (Kucka z, 2016).
The ca ego y amewo k was i s de i ed deduc i ely om he heo e ical explana ions o he

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“digi al condi ion”, hen supplemen ed induc i ely by means o he in o ma ion om he
in e iews. The ollowing ca ego ies we e iden i ied:
 RQ1-1: Re e en iali y
 RQ1-2: Communali y
 RQ1-3: Algo i hmici y
 RQ1-4: own in o mal lea ning
 RQ1-5: own o mal lea ning
 RQ1-6: Knowledge dissemina ion
 RQ1-7: Own ac ion compe ence
 RQ1-8: P o ide ac ion compe ence/mo i a ion
The esul s o he analysis and in e iews a e summa ized below and discussed in e ms o
hei po en ial o ( ans o ma i e) educa ion.
6 P ac ices o digi ali y and in o mal lea ning in he
F idays Fo
Fu u e
communi y
FFF ac i is s wan o each bo h he membe s o hei communi y and ou side s, o which
hey use a ious s a egies
6.1 P ac ices o digi ali y and in o mal lea ning in he
F idays Fo Fu u e
communi y
The dis ibu ion o clima e knowledge wi hin he communi y se es o p o ide membe s wi h
he necessa y knowledge o a gue o he goals o FFF in social media. The con en sha ed can
also be used o c ea e social media pos s. Pos s a e p epa ed wi h images and concise language
ha will appeal o as many use s as possible, while con o ming o social media pla o ms'
algo i hms. These p ac ices can be unde s ood as a o m o “online communi y engagemen ”
(So ce & Dumi ica, 2023, p. 574).
The mos impo an pla o m o knowledge sha ing is Disco d, on which FFF hos s se e al
se e s. Anyone can become a membe he e, as long as he app op ia e ne ique e is complied
wi h. Fo example, disc imina o y language o e e ence o adical igh -wing con en will be
penalized by expulsion om he se e s. Scien i ic ac s and igu es equi e e e ences (e.g.
a icles in pee - e iewed scien i ic jou nal a icles, o Wikipedia a icles). Fac s and igu es on
poli ical opics, howe e , a e no allowed, “as a icles on poli ical opics a e o en e y one-
sided” (au ho ’s ansla ion). A iola ion o hese ules leads o a wa ning and, in cases o
epea ed o ences, o emo al om he pla o m. Adminis a o s and mode a o s a e
esponsible o ensu ing compliance wi h he ules.
Figu e 1 shows a o um (“in o e eilung: channel o dis ibu ing FFF- ela ed ac ions/p ojec s
and o sha ing sou ces/a gumen a ion aids”; au ho ’s ansla ion) on Disco d in which use s
sha e, o example, media con ibu ions abou clima e opics. These con ibu ions should bo h
add o he communi y’s knowledge base ega ding clima e opics and be u he sha ed ia
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social media. The communi y, which also exis s in a simila o m on he Wha sApp pla o m,
hus o e s ac i is s he esou ces hey need o mobilize o clima e p o ec ion ou side he
communi y. A he same ime, i is egula ed in he sense o S alde ’s dimension o
communali y, in ha use s mus accep ce ain ules.
Figu e 1: . Se e “in o e eilung” by FFF on Disco d. Sc eensho by au ho , Feb ua y 2023
Possible lea ning p ocesses
Pa icipa ion in he collabo a i e p ac ices o he online FFF communi y se es as aining in,
and he e o e p omo ion o , compe ences ha a e also ele an o clima e educa ion in
schools. The acquisi ion o subjec -speci ic knowledge, o example in he ield o clima ology,
clima e impac esea ch and clima e adap a ion, is needed o unde s and he co e o (scien i ic)
a icles and summa ize hem i necessa y, be o e making his knowledge a ailable o he
communi y.
In he in e iew, s uden G alked abou how she had esea ched clima e issues in dep h in
o de o w i e an a icle:
“So, I no ice when I c ea e a pos , okay. I knew a li le bi abou i in gene al, bu when I look a he IPCC
epo , o example, he in o ma ion becomes mo e in-dep h. I suddenly ha e conc e e igu es a my inge ips
and ha e many mo e examples. So I would de ini ely say ha i is he case ha you go deepe in o he subjec .”
(In e iewee G, 27 yea s; au ho ’s ansla ion)
This is whe e e alua ion abili ies come in o play: pa icipan s need o assess a icles o hei
scien i ic quali y, o example, in o de ul ima ely o comply wi h Disco d’s ne ique e. I is
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clea how impo an he s a egic and spon aneous use o eliable scien i ic knowledge is o
he ac i is s, because hey use i o legi imize hei goals and ac ions (Soßdo & Bu gi, 2022).
Equally – o a guably mo e impo an ly – ac i is s should also be able o assess he i al
po en ial o an a icle, bu also ha o memes and images, so ha he in o ma ion is
dissemina ed as widely as possible by use s and he algo i hms. Use s should be able, as shown
by So ce (2023), o see algo i hms as pa o a “ epe oi e in ac i ism” wi h he po en ial o
sp ead hei messages.
In discussions wi hin he communi y, o example on sui able clima e p o ec ion measu es,
subjec -speci ic knowledge, suppo ed by communica ion compe ence, helps he membe s o
he communi y o asse hemsel es con incingly. In addi ion o hese echnical and social
compe ences, which acco ding o Alle and Rich e (2017) also include he abili y o wo k in
a eam o he o ganiza ion o he communi y, pe sonal compe ences a e also equi ed and
p omo ed. These include, abo e all, sel - o ma ion. I one unde s ands lea ning as a dynamic
p ocess o pa icipa ion in open, non-closable, social con ex s and p ac ices (Hö ning, 2017,
p. 76), hen a u he componen is added. This is no so much an abili y as a cha ac e is ic o
iden i y: ou sel is cons i u ed h ough socio-ma e ial p ac ices, which also ake place in a
pa icula o m in he FFF communi y. This can lead o iden i ica ion wi h he communi y, so
ha i becomes pa o one's own iden i y. In his con ex , Hö ning (2001) speaks o he
app op ia ion o li es yles, which eme ge wi h g ea e p ominence he mo e complex and one-
se ing he communi y p ac ices become (Hö ning 2001, ep oduced in Alle & Rich e , 2017).
S uden G con i ms his in ha he clima e mo emen has become “an impo an pa o [he ]”
h ough he p ac ices inside and ou side social ne wo ks. Also in ela ion o Pe ig’s (2021)
h ee dimensions o ans o ma i e lea ning, posi ioning, as pa o he sel - o ming p ocess,
is pa icula ly impo an . The c ea o s o he pos s upda e and exp ess hei own pe spec i es
on ques ions o clima e change by including he communi ies’ pe spec i es.
6.2 Dissemina ion o clima e knowledge ou side he communi y
Th ough ac i i ies on he social ne wo ks Ins ag am, X, Facebook, YouTube, Snapcha and TikTok,
FFF ac i is s – in addi ion o mobilizing hei own suppo e s – y abo e all o each use s o
hese ne wo ks who a e ou side he communi y, o example o win hem o e o pa icipa ing
in demons a ions, o o mo i a e hem o change hei (unsus ainable) way o li e.
In o de o gene a e as g ea a each as possible and o be a ou ed by he pla o m’s
algo i hms, pos s a e designed using images and ideos, a e in e ac i e, and use ce ain
hash ags “ o p ac ically gene a e a wide each wi h he algo i hm o also o simply be ound mo e quickly in
sea ches” (In e iewee G, 27 yea s, au ho ’s ansla ion).
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Figu e 2: FFF pos abou Tu alu on Ins ag am. Sc eensho by au ho , July 2024
Hash ags a e used by ac i is s o dissemina e in o ma ion abou local ini ia i es. Figu e 2
shows he example # u alu. He e, he hash ag c ea es a spa ial e e ence o he Paci ic island
and d aws a en ion o he exis en ial h ea posed by clima e change. Spa ial e e ences a e
epea edly made in pos s. Recen examples include he 2024 lood disas e s in Kenya and
B azil, as well as pos s abou Is ael's a acks in Gaza. FFF also exploi s he each o ce ain
hash ags. Fo example, #Niemeh CDU wen i al in he deba e a ound A icle 13 o he
copy igh law in Ge many and immedia ely ound g ea esonance on pla o ms such as
Facebook and X. The Ch is ian Democ a ic Pa y (CDU) played a key ole in pushing o wa d
he Coyp igh law, which was ejec ed by la ge pa s o he In e ne communi y. In he eyes o
FFF ac i is s, he CDU also egula ly blocked clima e p o ec ion measu es. By using he
hash ag, which membe s ha e done e y equen ly o e he las wo yea s, FFF a e e ec i ely
hijacking he discou se a ound e o m and using i s ex ensi e each o sp ead hei own
in e es s.
The ac i is s a e hus playing he “ isibili y game” (Co e , 2019), which is cha ac e ized by he
ac ha algo i hms “s uc u e, bu do no unila e ally de e mine use beha iou ” (p. 895).
Despi e he powe o algo i hms wi hin social media pla o ms, Co e concludes ha
in luence s a e awa e o he ules o algo i hms, and o how o use hem o hei own in e es s
wi hou iola ing hem (p. 908).
Tac ics include making pos s pa icula ly eye-ca ching, o example, o using p o oca i e
headlines o encou age engagemen wi h a con ibu ion. Howe e , he s uden s in e iewed
a e conce ned o mee academic s anda ds in hei ex e nal communica ions as well:
“Bu o he wise I'm also always a bi unce ain and p e e o look again somewhe e else, o e e o some hing
ha I'm su e o be o e I sp ead any alse epo s...” (In e iewee S, 22 yea s, au ho ’s ansla ion)