Could you tell us more about yourself and your roles as EMA student representatives? Could you describe the experience of studying in Venice during the first semester of the Masters?
Vitória and Dhruv:
As EMA student representatives, we act as a liaison between the student body and Global Campus/EMA staff, collecting feedback, concerns, and suggestions through both formal and informal channels during the entire academic year. We participate in EMA Executive Committee and Academic Council meetings, providing consultative input through reports and presentations on key decisions related to curriculum, student experience, and the overall programme. This year, we also started a series where we piloted monthly webinars on the practical application of human rights principles in the field, coordinating with experts and academics to share real-world insights and experiences with students across different networks. Our mandate has been to act as a bridge between the present student cohort and the programme administration — facilitating communication, raising concerns, and helping co-create a participatory learning environment. But beyond logistics and advocacy, the role has also meant fostering solidarity within a deeply diverse class of peers, where each student brings unique cultural, academic, and professional experiences.
Living in Italy for us felt like a very unique opportunity, especially with so many of us coming from different countries around the world, not necessarily Europe. Venice is a city rich with history and beauty, which makes the “Floating City” feel even more magical throughout the seasons. We were surprised and excited to see different spaces open for engagement with local politics, such as Morion, and we were happy to attend demonstrations and take part in venetian society. Still, sometimes it felt like living in a small “bubble”, with a lot of tourism and a quite expensive life in terms of accommodation, as students.
What could be a possible future for the city in terms of hospitality of foreign students, academic offers, quality of living and ways to improve the current conditions you have experienced? Do you think there is a way for Venice to become more efficient, innovative, attractive and well-prepared to host important events and course studies? What could students like you need?
Vitória: There are many ways in which Venice can improve and attract future students, especially with exchange programmes. A few direct areas of improvement that struck me the most were accessibility and cost of living.
As a very unique place with the canals and vaporettos, it is easy to romanticise living in such a beautiful city. Still, we must recognise that there is room for improvement. When speaking about accessibility I found not so many places are equipped or infrastructures available to comply with international accessibility principles. For a truly inclusive environment, Venice must improve or retrofit its infrastructure, introduce more accessible transportation, and consult directly with disability rights groups to redesign civic spaces. While we understand that Venice is a historic city with many old constructions, the advent of modern technology has enabled the addition of accessible infrastructure even in such limited spaces, which could address the glaring issue in the city regarding accessibility for Persons with Disabilities (PwDs).
In terms of cost of living, as international and local students, finding accommodation and living in Venice was a challenge for many of us. The prices are high and only increasing, with the housing market consisting mainly of vacation homes. Speaking to landlords was a challenge too, especially for those who do not speak any Italian, as many students later realised that the offers were not honest but rather scams and that the prices estimated for different bills did not reflect in reality what would need to be charged. To inclusively and encouragingly open space for students to go to Venice, the city must answer to their needs and readjust its approaches towards the market and regulation, so that students can have a good experience with practical matters, but also in terms of quality of life.
Dhruv: Venice holds great potential to be an international academic hub, but it must address some structural barriers that inhibit inclusion, sustainability, and accessibility to improve the student experience. For example, the housing market in Venice is prohibitively expensive and also very underregulated. Several students were scammed while seeking rentals which is symptomatic of a broader issue with the commodification of housing that prioritises short-term tourism or vacation ones. At the same time, there were many buildings that were completely abandoned, and many clearly vacant vacation homes. If Venice seeks to be a student friendly city, it must reckon with these housing issues and better regulate the market.
Additionally, some parts of the city, particularly around Lido due to its history, carry symbols of fascist ideology and racial hate that are visible through graffiti in public places. Some students of colour also were victimised through both, racial microaggressions and overt discriminatory encounters. A city that seeks to host international scholars must also actively confront and deconstruct these hateful ideologies.
Finally, even with student discounts, basic services in Venice, especially public transport, remains very expensive.Venice must reconsider its pricing and accessibility models for essential services and increase subsidies for student residents. Ultimately, students like us need to feel dignity, belonging, and freedom in the cities that host our learning. Venice can be such a space if it is willing to include students, rather than only focus on tourists, as contributors to its future growth.
How do you envisage the Global Sustainable Development Goals (SDGs) being integrated into the sustainable future of the city of Venice and the Region of Veneto? Do you have any specific concrete ideas? How might EMA students continue to help at the local level in the possible sustainable future scenarios? And in particular, what is your vision about students’ participation in sportive events as you did for the Venice Marathon and ones abroad in the second semester to promote peace?
Vitória and Dhruv: The SDGs, particularly SDGs 11 (Sustainable Cities), 13 (Climate Action), and 17 (Partnerships for the Goals) could be integrated in Venice and the region of Veneto through different initiatives and offer an opportunity to work towards an actionable framework to improve the present and future. Some concrete actions could include: Advocating with local government and caretaker organisations for promoting reuse of historic heritage buildings for respectful public and educational purposes, rather than only being subject to exploitation by tourism. This can potentially include partnerships with institutions like our Global Campus to temporarily transform such spaces into hubs for knowledge sharing, inter-cultural activities, and human rights education.
Moreover, Venice is especially vulnerable to climate change due to its geographical location. Therefore, there must be a focus on advocacy and action for the mitigation of the adverse effects of climate change. Under these lights, students can use the skills and knowledge learned in class to support localised climate action through participatory research and advocacy, engagement with other activist student groups and organisations, and collaboration with environmental NGOs that operate in the Venice region. There are already many organisations, activist groups, and NGOs active in Venice that work on various fields of Human Rights and Democratisation. In some cases EMA students have already benefited from such organisations through attending workshops, knowledge-sharing sessions, advocacy panels, and other events. The EMA students, and the Global Campus community more broadly, can help build a “Venice Human Rights Network” which can function as a coalition of NGOs, activist groups, students, and other partners for co-hosting campaigns, strategising for meaningful action, and building long-term community involvement for the betterment of the city and its inhabitants.
When talking about sports, they are a powerful way to bring people together and promote peace and human rights. From our own experiences, Dhruv’s work with refugee communities has allowed him to see how sports can be a tool to facilitate intercultural understanding, break down barriers, build trust, and help people feel like they belong. It also supports both physical and mental well-being, and provides a space where everyone can participate equally. Vitória’s work with different marginalised communities throughout the world also highlights the importance of sports when talking about inclusion and human rights, especially in terms of hope. When people feel connected through something, they share a mutual understanding that in spite of the hardness in life, there are ways to push through and find beauty and lightness in community.
It is increasingly obvious that sports and human rights are becoming even more connected. The United Nations and many other international entities have recognised the role of sport in promoting peace, equality, education, and inclusion.
Students can also better leverage sports during their time in Venice to promote the understanding of human rights, democratisation, and peacebuilding. The Erasmus Student Network (ESN) in Venice already runs local sports leagues for students which can be a valuable platform that the Global Campus can collaborate with. By integrating human rights advocacy into these sporting events through themed matches, awareness campaigns, fundraising for local NGOs, or educational workshops, we can increase the permeation of human rights values among other students in the region and thereby create more socially conscious future stewards of society.
Which topics could be interesting to address in relation to your human rights and democracy education during these times of war conflicts, economic, environmental and health crises? Which will be the most important challenges in relation to promoting human rights and democracy in the years to come?
Vitória: It is because we have been witnessing so much change in terms of democracy and multiple crises that we must continue to address and take on challenges regarding human rights now, and in the future. Personally, I believe some of these many important topics are:
The intersection of armed conflicts and human rights education: To protect the right to education is to preserve a tool for resilience, especially in times of conflict and chaos. Learning provides children with structure and community, and the fundamental aim of human rights education extends beyond knowledge transfer — we learn the importance of treating others with respect; and consequently of preventing conflict. Enhancing democratic capacities in institutions, whether in Europe or Non-Western localities, and the faith in change and collective action are matters intrinsic to education.
Environmental justice and the climate crisis: Understanding the relationship between human rights and the environment is the first and most essential step towards addressing its violations and destruction. The 2030 Agenda for Sustainable Development provides a framework for understanding how environmental protection is necessary in order to realise human rights overall. Still, the challenges faced are many and the harm is disproportional when we consider vulnerable communities, such as but not only indigenous peoples, women, and informal settlements in urban peripheries across the world. The urgency of climate change effects urges us to consider and dive deep into intersectional approaches, as to possibly find a way to minimise issues.
Navigating Political Polarisation and the future of human rights: Under these challenges, structural social inequality continues to fundamentally undermine democratic participation and human rights education. Future human rights formation needs to continue to more effectively address economic and social rights, which are often subordinated to civil and political rights in traditional human rights discourse. This is even more dire when talking about political polarisation, as human rights themselves become politicised issues — creating and protecting educational spaces where dialogue across differences is possible without compromising fundamental human dignity is a must —.
Having all of these considerations in mind, as a Brazilian woman studying human rights in a time of multiple converging crises across the world, I believe the most pressing challenge is actually developing and implementing approaches that acknowledge the interconnectedness of these crises, whilst maintaining hope in the possibility for change. Addressing rising inequalities, countering authoritarianism, and responding to environmental degradation all require educational approaches that combine critical analysis with practical action. The path forward must consider matters that are contextually relevant yet globally connected, theoretically grounded yet practically oriented, and critical of existing structures while preserving hope for the possibility of transformations.
Dhruv: The current state of the world, marked by increasing conflict, right-wing political shifts, shrinking civic space, and increasing attacks on the fundamental human rights values of society, demands a recalibration of how we approach human rights education. Some interesting emerging topics that I believe would be important to understand to deal with future challenges include:
Misinformation, Disinformation, and Hate Speech: These are not just communication challenges, rather they are structural threats to democracy and social cohesion. Recent events have shown us the power of MDH to skew societal perceptions, promote hate, bigotry, and violence, and also directly impact governance policies. Most recently, I personally witnessed the effects of a large-scale coordinated disinformation campaign during the recent India–Pakistan escalation and I believe that we must be better equipped to counter propaganda, amplification of hate, and the manipulation of public opinion through our work and interactions with society.
Climate Change and Displacement: Human rights discourse must address climate-induced displacement not as a future risk but a present crisis. The gaps in legal protection for climate refugees are becoming increasingly evident as more and more people flee to seek safety and dignity. Currently, “climate refugees” are treated as an emerging concept rather than a present pressing issue. Human Rights education must include components of the intersectionality of climate induced displacement, the relevant implications on human rights, and the corresponding application of International Law principles.
Impunity and Non-Enforcement of IHRL: The proliferation of conflicts has exposed the limits of existing international accountability mechanisms, even when dealing with heinous crimes. From Syria and Sudan to Ukraine and Palestine, parties in conflicts are openly violating IHRL and IHL with no actual repercussions. The challenge lies not only in enforcement but in building international pressure that can generate political will. Currently, I believe we are in a pivotal moment where international institutions are being forced to reckon with their systematic issues and complacent natures. Human rights education needs to prepare students to understand how online narratives are shaped, how hate is manufactured, and how to respond in ethical and effective ways. This is the perfect time for students and young activists to leverage their skills and create strong advocacy networks, as well as influence change through their respective personal and professional lives.
Decolonising Human Rights: One of the most important long-term challenges in Human Rights to me is rethinking how human rights are understood, taught, and practiced. Much of the current framework is still based on Western legal traditions and priorities, which can make it feel distant or even alienating in post-colonial contexts. The decolonisation of human rights means listening to different indigenous knowledge systems, recognising histories of oppression, and making space for communities to define rights in ways that reflect their realities. It’s also about shifting from a model of “giving rights” to people (a narrative often employed when engaging with the Global South), to a model that acknowledges and supports community struggles for dignity and rights that have existed long before Western tools and frameworks such as the UDHR.
Could you share a message with the Global Campus of Human Rights Community (professors, experts, alumni, staff) and to their students in particular?
Vitória: To all the Global Campus Community: There is so much to be said, and yet very few words can describe the great depth of your work and its long-lasting effects. The endless support and encouragement offered from all of you is unparalleled and your openness inspires us to always take one step further in making the world a better place. I am every day more convinced that the GC is not only an academic opportunity, but a community that is built from a shared passion to learn, and a strong will to fight for a life where hope for the future belongs to us all. Here’s to hoping the effort to confront the world’s harshness continues with unwavering resolve, whilst its passionate advocacy for important causes allows future ‘changemakers’ to shine and stand against injustice.
To all the students across the network: To have the opportunity to learn in an environment such as this one, from not only renowned professors and experts, but also from your peers is unique and life-changing. To have this amount of access to education is a chance to embrace distinction, and most importantly to make a difference. Harness every ounce of potential. The study of Human Rights is not linear, but it is everlasting. This programme challenges you to learn, but also to step out of your comfort zone. Do not conform, but rather embrace the obstacles and ask difficult questions. Listen truthfully and think critically, for there is so much beyond our own realities. This can be a transformative time, both professionally and personally, if we let it be. Break away from patterns of thought and allow vulnerability. Lastly, and before anything else, do not lose hope in what we do. It is in times of despair and frustration that we understand the importance of it all.
Dhruv: To the Global Campus community: Your work, support, and willingness to continue educating future generations gives the rest of us the language and tools to confront injustice with clarity and courage. You offer not just education, but hope that we can work towards a better future. Us students are bound to the GC community not only by academic interest but by a shared moral project to build a more equitable and dignified world that enshrines the respect for human rights and democratic governance. In these times of escalating crises, I hope that the GC community continues its ever important work to advocate for meaningful change while also continuing to foster future change makers with the same commitment that we have personally seen during our experience and interactions with the GC community so far.
To the students across the network: I would like to share some insights from my experience and from the knowledge passed on to me by my mentors and inspirations in this field. This education is not a rehearsal for when things go wrong but rather a preparation to fight in the continuous battle for a better world. As we keep seeing every single day, the rights we are studying about in our classroom are constantly and increasingly under attack around the world, and our generation must decide how history will remember us. Take this time during your studies to unlearn harmful hierarchies, embrace discomfort, and build strong action-focused networks of peers. Look beyond the existing frameworks and ask hard questions to those in power. Let your solidarity be intersectional and your imagination radical. We must remember that in a world where cynicism towards human rights and humanitarian principles is increasingly prevalent, your insistence on justice is already a form of rebellion. Let us take what we’ve learned and be catalysts for this change that we keep speaking of. We must build alliances across regions, fields, and ideologies and show that solidarity with each other is not just a social media hashtag but a practice embedded within all of us. Above all, we must act, not only when it’s safe or easy, but precisely when it can be hard and is needed most. Remember that as future practitioners and defenders, your role is not to echo the consensus but rather to challenge it. We must continue to act on our principles even when no one is watching. Finally, and most importantly, believe that human rights work is not naïve, it is necessary to ensure a better future for humanity.
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