TOOLKIT
DESCRIPTION OF THE PROJECT Media and most of all new media are taking a significant place in lives of the youth. Not only as a source of information but also as a mean of communication and socialization as well as a way of expression. Media strongly influences and forms the point of view of young people and shapes their vision about the world and reality. Unfortunately media is often used as a tool to spread half-truths and hate speech against the members of ethnical groups, minorities or cultures and this leads to the increase of intolerance in society. The project With Media Literacy towards Cultural Awareness and Tolerance gathered in its 2 activities 46 youth workers from 10 countries (Czech Republic, Italy, United Kingdom, Finland, Spain, Portugal, Turkey, Hungary, Latvia, Macedonia) with aim to increase the level of quality of intercultural education through increasing media competencies of the youth and use media for increasing transversal skills of young people such as creativity, innovation, ability to learn and taking initiative. The focus was on critical thinking regarding media and adapting it to the new conditions, in where the media has a strong influence on creating reality in youth.
SEMINAR IN PRAGUE The training Course took place in Italy in Petralia Sottana from the 4th to the 12th of April 2017 with the aim to empower youth workers with competencies in leading projects with participation of young people with fewer opportunities and culturally mixed groups and to increase media competencies of participants and the ability of youth workers to conduct activities increasing media literacy, critical thinking and transversal skills.
In the first stage of the project a Seminar for experienced youth workers was organised. Participants were sharing their experiences, tools and methods in working with media and media literacy. The Seminar took place in Prague from the 7th to the 15th of January 2017. TRAINING COURSE IN PETRALIA SOTTANA
ABOUT US INTERNATIONALE EDUCATIONAL CENTER- GEMS GEMS was established on already existing international partnership of organizations from EU and Eastern Partner countries and on already existing experience in youth field and international cooperation. The organization is working in the youth field from 2011 with focus on the involvement of socially disadvantaged young people, also for those who came from Institutional care. Some projects were organized in cooperation with correctional residential homes and participants from institutional care are given the chance to participate in international projects. GEMS supports cooperation with organizations dealing with art, culture, sports, outdoor activities, ecology, healthy lifestyle and all ways which support personal development, also adults who would like to have a personal voluntary experience in an international environment. Internationale Educational Center GEMS is a member of Anna Lind Foundation and a member of Youth4media network. The organization is accredited as sending and coordinating for EVS.
ASSOCIAZIONE INFORMAGIOVANI Established in 2001 by a group of volunteers, IG runs activities of information, training and counseling, seminars on EU programmes, on social volunteering and international co-operation, as well as media education, intercultural learning and education to legality. The association focuses on activities of social inclusion and rehabilitation of young people who are facing or are at risk of social exclusion, sensorial disability. www.informa-giovani.net Since 2008, InformaGiovani organizes youth exchanges and international workcamps, involving about 200 participants in local and international activities. It is accredited as HSC organization for EVS and it is a member of the Anna Lindh foundation. Since 2009, IG is leading an informal European network on social volunteering, recognized by the EACEA of the European Commission with members and partners in more than 30 European countries. Since 2010 it has developed a close cooperation with organizations from the Middle East (Palestine, Jordan and Israel), Asia (Sri Lanka and Hong-Kong, Vietnam), Latin America(Argentina and Mexico).
ABOUT TOOLKIT
This toolkit would not have been possible without the generous and valuable contribution of partner organisations.
This toolkit is the final result of the project With Media Literacy towards Cultural awareness and Tolerance and consists of methodologies, tools and activities focused on how to increase media literacy among young people and promote cultural awareness and tolerance. The publication can be used as a guide for preparation of activities which support intercultural and media education in international projects based on methods of non-formal education. With Media Literacy towards Cultural awareness and Tolerance is a project supported by the European Programme Erasmus Plus under the KA1 and is implemented by International Educational Center GEMS and Associazione InformaGiovani. This publication reflects the views of the authors and the Commission cannot be held responsible for any use which may be made of information contained therein. Reproduction of the material from this publication is authorised only for non-commercial purposes and only on the condition that the source is quoted.
DRAMBLYS Social creativity lab
Puntland Community ry
Youth Art Research and Training Association
TheDojo.Org.UK
RED - Radosu Efektu Darbnica
Association Of Volunteering Volonterski Centar Skopje
More information about the project: http://medialiteracyerasmusplus.blogspot.it/
"H2O"-Associação de Jovens de Arrouquelas
Hang-Kép Kulturális Egyesület
LIST OF TOOLS MEDIA, COMMUNICATION AND CRITICAL THINKING HUGO AND HIS FRIENDS
6
TELEPHONE
7
SOCIAL MEDIA
7
TV NEEWS
8
CULTURE AND CULTURAL STEREOTYPES IN MEDIA ALBATROSS CULTURE IN MEDIA
9
STEREOTYPES IN MEDIA
11
COMMERCIALS TOUCH/ MAKE A CHANGE
12
MANIPULATION MANIPULATORS
13
MEDIA MANIPULATION
15
HATE SPEECH WALL OF HATE HATE SPEECH ON-LINE RESEARCH
16 17 17
PHOTOGRAPHY; POINT OF VIEW STEREONARY
18
VIEW FINDER
18
HUGO AND HIS FRIENDS Source: Keresztesi Andrea, Hang-Kép Kulturális Egyesület Aim: exercise for understanding the process of communication Material: plushie and different objects (heavier, smaller and bigger items)
this time Hugo's friends are introduced. Hugo’s friends are different objects: some are very small, some very big, some are very heavy, hard to throw (a puppet bear, a stick battery, a locker, a scarf). Participants have to throw the objects to each other. This time they have to use different methods to pass the objects to each other as somes object cannot be thrown easily.
Description of activity: Participants have to throw to each other different objects: In the first round they throw “Hugo” - a small soft plushie which is easy to throw and catch. Participants have to always look at the person to whom they throw the object and then throw it. In second round there are more objects which participants have to throw to each other. 1st ROUND > The moderator starts to throw Hugo, a small soft plushie, which is easy to throw and catch to someone and this person can choose another to keep Hugo going around. The moderator passes information about who is Hugo (old friend that he/she likes, we want to take care of him, ... build a nice friendly story on him to pass feelings and empathy from other participants!) Important: Hugo visits each person only once, he cannot be thrown twice to the same person. Call the person before you throw the puppet, make eye-contact. 2nd ROUND > Participants throw Hugo for the second time keeping the order
3rd ROUND > We start the third round with the same rules as before but
Once all the objects have been thrown and the last object ha reached the moderator the activity is finished and starts the debriefing. How was it for you to throw the objects? Which one was easier /more difficult? Why? Did you change the way you were throwing different objects? How is this connected with communication?!
TELEPHONE
SOCIAL MEDIA
● Energizer, ice-breaking game ● Deepen understanding about communication and which factors can influence/ disturb communication Time: 15min
Source: Giulia Conti Aim: -to make participants reflect on their own use of social media
Aim:
Material:
no
Instructions: This activity is a very famous game which many participants already know therefore making it very easy to explain. The activity is very simple but can be an effective introduction to the topic of communication. 1. Getting Started. Players must sit in a circle or stand in a straight line. They need to be close enough that whispering is possible, but not so close that players can hear each other whisper. 2. Begin the Game. The first person in the line or circle whispers a word or phrase into the ear of the person sitting or standing to their right. 3. The Game Continues. Players whisper the word/phrase to their neighbors until it reaches the last player in line. 4. The Conclusion. The last player says the word or phrase out loud so everyone can hear how much it has changed from the first whisper at the beginning of the circle or line. 5. Repeat few times with different words/sentences. After every round try to find where and why the word/phrase changed. Debriefing: Did the words change a lot or a bit? Which words/sentences changedthe most? Where did the mistake appear? Did somebody change the word consciously? Were there some external factors which influenced communication?Can you find some parallel between this game and the way how media works?
-to increase the ability of participants to analyze media messages from different points of view Time: 30min Materials: PC, video projector, paper, pens Description of the activity: 1. Show the participants the following short movie: https://www.youtube.com/watch?v=QxVZYiJKl1Y 1st task is to write an impression about the movie After are participants have been divided into groups, they watch video again but this time they have to analyze it from different perspectives: emotions which were evoked, how they liked the movie, the music in the movie and the technical aspects of the movie. Every group presents their opinion on the story and the results of their “analysis” of video. In the end a discussion in plenary: What do you think about the main character? How do you behave on social media? Did you change your opinion about the movie after you saw the movie the second time?
TV NEWS Presentation of videos: Source: Alexandra Filcakova, IntercultuReality: TOOLS, METHODS and TIPS for tolerance and media literacy Aim:● to introduce critical questioning and increase competencies of participants on questioning media products and messages ● to increase knowledge about journalism and advertising and different factors which influence the media and journalists Time:120- 180 minutes (if you decide to do this activity without video, theater representations can take much less time (90 min) (look at variations)
Participants will present their TV spots. Every video is followed by a small discussion facilitated by the trainer/facilitator. What was the message of the video spot? Which information did it offer? Who is the target audience? To whose interest is it serving? Who benefits from that message? Was the information that was shown by the TV spot balanced or neutral? Was there some information missing? Which techniques were used to attract your attention?
Debriefing: Material: Mobile phones with video camera (one per group), cable to pass video from mobile phone to PC, PC, projector. Printed or written hidden tasks Description of activity: Participants are divided in 4 groups, each group has to createa short TV spot about Seminar, but every group has different hidden tasks among the following : - make a reportage about this project: promote the project, the place, the hostel as the best place for making this kind of activities - make a reportage about foreigners that disturbed the guests of the hostel with music, noise, and drinking wine the previous night. Show how foreigners are dangerous for the local community. - make a reportage about this project informing young people about Erasmus+ opportunities - make a reportage about this project and show what an important role the mayor of the city played for the organization of the event. Time: 45 min to create the videos
Have you seen in TV News a similar TV spot? Do you think that some of these spots are unethical ? What is the difference between offering information and presenting an opinion or promoting an idea or product? Presentation of key questions of critical thinking followed by a group analyze of real media products. Outcomes: participants increased their knowledge about critical thinking and key questions, abilities to create video, increased presentation skills.
ALBATROSS CULTURE IN MEDIA Source: activity adapted by Alexandra Filcakova, original activity Visiting the Albatross culture, Helmut Fennes and Karen Hapgood, Council of Europe & Cassell: Intercultural Learning in The Classroom, crossing borders In FCV: PeaceBag availible:
The male participants should sit down on the chairs - The female participants should take off their shoes
http://unoy.org/wp-content/uploads/PeaceBag.pdf
Welcoming: The male facilitator welcomes the other men by standing up and signalling to one man at a time to also stand up. Then the two men rub their knees together (right knee to right knee). The female leader welcomes the other women, by making them stand up one at a time and rubbing their legs with her hands from hip to toes.
Simulation activity Albatross in Media (adapted activity Visiting the Albatross culture). Participants as journalists visiting a mysterious tribe and their task is to write an article about their visit.
Drinking water: The female leader walks around and offers water by holding the glass to the mouths of the men to let them drink, with the women she passes the glass to them and they drink themselves.
Aim: to make participants reflect on their own ethnocentrism and the presence of ethnocentrism in media, media bias connected with representation of different cultures in media.
Eating bread: The female facilitator walks around and feeds the men with the bread (like feeding children) and passes the bread into the hands of the women for them to eat the bread by themselves.
Time: 1,5h
Choosing a woman: Afterwards both male and female facilitators walk around and look at the feet of the individual women (they are signalled to stand up one at a time to have their feet inspected). They choose the woman with the biggest feet and signal to her to take her place (kneeling) on the other side of the chair that the male leader sits on.
Description of activity: Preparation: Ask participants to leave the room while you prepare. Organise chairs in a circle inside a room. Have a male facilitator sit on a chair, and a female facilitator kneel barefoot on the floor next to him. Description of ritual: There are three ways of communicating (which are not known to the participants at the beginning of the game). 1) “Sssssssss!!!” = negative signal, (for incorrect behaviour) 2) “Mhmhmhmmmm!!!” = positive signal (for correct behaviour) 3) Clicking one’s tongue = an order to do something Taking her position, the female facilitator signals to the participants to do the following: - The female participants should kneel on the floor just like her -
Hand on head: The leader places his hands on the heads of the two women kneeling beside him and tilts their heads gently towards the floor. He motions to the other men to do the same to the women on their sides. 1. Participants visit a culture and participate in their traditional ritual.Let the participants enter the room as is written in the description (the only information they are given beforehand is that they are now visiting a new culture as journalists and their task after the visit will be to write an article about the culture).
2. After the visit the participants will write an article about the Albatorss culture in groups . 3. Discussion in plenary: What do you think about the visit? What did you discover about the tribe? 4. Presentation of the articles. 5. Discussion: Which strategy did you choose to describe the culture? Which language and style did you use to describe the culture? 6. Explaining traditions and rituals of tribe
1. Final debriefing: Were your assumptions correct? Why were your assumptions leading you towards a different interpretation of the ritual? How did you as a journalist fulfill your role? Can you relate the exercise to what’s happening today? (How media presents different foreign countries, cultures, minorities etc?) How can media and journalists avoid writing assumptions about different cultures? How can readers recognize assumption in media and ethnocentrism ? ETHNOCENTRISM
ABOUT THE ALBATROSS CULTURE In the Albatross Culture, the ground is considered holy. In the social hierarchy the women rank above men, therefore only women are allowed to touch the holy ground barefoot. The women are considered holy, too. The men must not touch what comes from the ground, therefore the men are fed by the women, whereas the women may touch the food and the water. The woman was chosen by the size of her foot, and the honour to kneel beside the leader was given to her as the woman with the largest feet because she has the biggest area of contact with the holy ground. The bending of the heads was a sign of gratitude - in this way the men can be closer to the holy ground (by touching the women!).
Ethnocentrism is judging another culture solely by the values and standards of one's own culture. Ethnocentric individuals judge other groups relative to their own ethnic group or culture, especially with concern for language, behavior, customs, and religion. Source: wikipedia.org
STEREOTYPES IN MEDIA Source: Alexandra Filcakova, IntercultuReality: TOOLS, METHODS and TIPS for tolerance and media literacy Aim: - to deepen understanding how media contributes to stereotypes - increase critical thinking, recognize stereotypes in media Time: 60 minutes
2. Make two signs, “Containinig a stereotype” and “Doesn’t contain a stereotype”, and place them on the floor about 6–8 meters apart. You can also place a rope or tape on the floor between the two signs to symbolize the continuum between the two extremes of opinion. 3. Show the prepared video/photo and ask participants to stand next to the sign according to their opinion; those who are undecided stand at the centre point. Invite participants, if they wish, to explain why they are
Material: printed examples of advertisement, posters/photos of movies, series OR PC and projector.
standing where they are. Encourage people to change their position if they change their opinion during the discussion.
Instructions: This activity is an interactive discussion. Participants will express their opinion about the following: do different media products spread stereotypes? It’s important that the participants understand the terms stereotype, prejudice, discrimination. To introduce this topic to participants we used different activities during the project: “Lemons” from T-Kit on Social Inclusion, p. 58 available on: https://www.salto-
4. When the discussion is finished, show the next picture/video. Debriefing and discussion: Although this activity is a discussion itself, it should be closed by short debriefing where participants can share what they learned from it, if some arguments made them change their opinion or find something new.
youth.net/downloads/4-17-402/tkit%20Social%20Inclusion.pdf and “Take
STEREOTYPES, PREJUDICE AND DISCRIMINATION
a step forward” from Compass,p.281 available online:
A stereotype is a belief about a certain group of people. Prejudice is a feeling
https://www.coe.int/t/dg4/eycb/Source/Compass_2012_FINAL.pdf
about a person based on their membership in a group. Both stereotypes and
1. Prepare different pictures: examples of advertisements, photos of movies, TV series, title pages of magazines, if a projector is available, also video clips, short videos, advertisements, TV News.
prejudice can be either positive or negative. Discrimination is an action that denies the rights of a person due to their membership in a group. Source: www.study.com
COMMERCIALS TOUCH/ MAKE A CHANGE Source: activity developed during Seminar
common targets of these, etc. Is it possible to make a change, to promote these products a different way? Examples?
Aim: -to raise awareness on hidden and visible content and messages in commercials,
6. Ask the group to think of a small act (3 minutes long) to perform a commercial that would be
-to increase critical thinking of what comes of the media and to highlight how commercials can spread stereotypes
different and acceptable for them. After each group, facilitate a short discussion (asking the audience what
Time: 60-90min
was the difference, what they observed as a change and later asking the group of performers also what was
Meterial: projector, laptop, 3-4 commercials (short videoclips), A4 white papers and pens, post-its
their intention with the change).
1. Introduce the activity, its aim and the upcoming commercials. Play all of them one after the other to the whole group.
6. Summary on the influence of commercials, wrapping it up.
2. Ask the group what they saw and what was common in the commercials.
Examples of commercials used during the activity:
3. Distribute the titles of the commercials (each one on a post-it) to each group, this way one commercial is assigned for each group. Ask them to watch the commercials together again but watch the assigned commercial with particular interest. Ask them to make a list of the stereotypes and messages that they find in the given commercial. Play the commercials one after the other.
Chinese laundry detergent
4. Give the groups 10 minutes to make a list within the small groups based on the impressions of the members. Ask each group to read out the list of stereotypes and messages they found in their commercials. 5. Ask them if they have seen similar commercials like this? What effects do they have? Who are the most
http://www.vox.com/2016/5/26/11785124/china-laundry- detergent-racistqiaobi Mercedes: https://www.youtube.com/watch?v=8VMqLpdLooY Pepsi https://www.youtube.com/watch?v=lNNDr1vH83Y
MANIPULATORS Source: Alexandra Filcakova, IntercultuReality: TOOLS, METHODS and TIPS for tolerance and media literacy
encourage them to combine different techniques which they know from TV advertisements. 3. If the group is less experienced or there is not enough time, it’s possible to make a theatrical performance instead of doing a real video.
Time: 2-3h 4. They have 45minutes to make videos. Aim: -to introduce persuasive and manipulative techniques which are used in media - increase media critical thinking and recognition of techniques - improve competences in use of video and creating video spots Material: video camera or mobile phone with video camera, paper, pencils, pens, colours, PC and projector - selection of 15-20 printed techniques, shortly described (links on list of techniques are at the end of activity) Instructions: 1. Introduce that the topic of this session will be manipulative and persuasive techniques. If necessary, clarify the terms. Ask participants which techniques they know, and give some examples. 2. Divide participants into small groups (5-6 participants per group). All the groups have the same task, to create a TV advertisement or a political campaign promoting a person, idea or product using as many manipulative techniques as possible. Everything is allowed, participants can use everything they know from TV. They can take it seriously but also with humor. The important is to convince other groups. 3. For making the video they can use mobile phones and to avoid editing they should make one-shot movie. The advertisement can also be short,
Presentation of videos: Before you start the presentation of the videos, present to the participants shortly the most usual persuasive and manipulative techniques (max 1520). During presentation give concrete examples of use of techniques (from publicity, politic campaigns) and encourage participants to tell their examples. Participants will present their TV spots. Every video is followed by a small discussion facilitated by trainer/facilitator. Which techniques did you recognize? Did you recognize other techniques we didn’t mention? Debriefing: Have you seen these techniques being used in media? In which media products? Do you think that these techniques have influence over audience? Do they have influence on you? Do you know other techniques which haven’t been mentioned? How can we protect ourselves from these techniques?
Session is closed with a presentation on very frequent manipulative techniques which were not used in videos and participants are asked to give some concrete examples.
Discussion is supported by example of videos and pictures from famous movies, advertisement, etc from the web selected by the trainer.
“MEDIA MANIPULATION is a series of related techniques in which partisans create an image or argument that favours their particular interests. Such tactics may include the use of logical fallacies, psychological manipulations, outright deception, rhetorical and propaganda techniques, and often involve the suppression of information or points of view by crowding them out, by inducing other people or groups of people to stop listening to certain arguments, or by simply diverting attention elsewhere.”
TIPS for facilitators:
Source: wikipedia.org
This activity can have many variations. If there is more time, it’s possible to divide the activity in two parts: during the first part (one day) ask participants to create an advertisement using persuasive techniques. During the second part (other day) create political/ideological speech or campaign using manipulative techniques. In this way participants can go deeper in the topic. You can invite participants to make advertisement and political campaign on not-serious topics: for example advertisement for the best toilet paper or political campaign that all pens have to be blue.
SELECTED TECHNIQUES:
The number of persuasive and manipulative techniques is really high and therefore it is important to select the ones which are the most important for the aim of your activity, or which are more actual. Recommended links: http://www.newsu.org/courses/understanding-media-process-andprinciples/analyze/how-media-persuade-viewers https://en.wikipedia.org/wiki/Propaganda_techniques
A FALSE DILEMMA A false dilemma or black or white fallacy is a type of informal fallacy in which something is falsely claimed to be an "either/or" situation, when in fact there is at least one additional option. AD HOMINEM Manipulative technique is in which an argument is rebutted by attacking the character, motive, or other attribute of the person making the argument, or persons associated with the argument, rather than attacking the substance of the argument itself DEMONIZING THE ENEMY Making individuals from the opposing nation, from a different ethnic group, or those who support the opposing viewpoint appear to be subhuman, worthless, or immoral, through suggestion or false accusations. Dehumanizing is also a term used synonymously with demonizing, the latter usually serves as an aspect of the former. Source: wikiledia.org .
MEDIA MANIPULATION Source: https://www.salto-youth.net/tools/toolbox/tool/mediamanipulation.975/ Aim: Understand what stereotypes the media can have about certain topics, and way they try to manipulate the news in order to get to their goals, and collecting recommendations from the group on how to defend from that and use it to the NGOs advantage. Time: 1-1,5h Materials: A4 papers, markers Description of activity: 1.Division in 2 groups - journalists and interviewees 2.First group of interviewees get roles such as: bartender, fire brigade, politicians..etc Other group - the journalists - have to interview others and to prove that the person is a saint 3. Moderator asks the participants to go into the room and select one person they want to have an interview with and they do it for 5 minutes. AFTER 5 MINUTES question for journalist: who accomplished his task? just to check 4.NOW is vice versa but with different roles: -who previously were journalists now got a role: 2 prostitutes, 2 priests, 2 bankers. -who before had a role, is now a journalist and they have to prove -(one half) that person would do anything for money - (the other half) we should feel sorry/pity for that person, that they need financial/social care Moderator asks the participants to go into the room and select one person
they want to have an interview with and they do it for 5 minutes. AFTER 5 MINUTES question for journalist: who have accomplished his task? just to check Discussion in plenary Moderator asks to reveal all the roles (from first and second round) - who enjoyed this discussion? - who felt to have been manipulated? - what was your strategy? moderator asks to reveal all the tasks - did you have any stereotypes? - think about the roles, what did you think about the roles and what do you think about the roles from TV/News/media - which idea did you get from TV about prostitutes/priest/bankers... -did you think about your rights? Did somebody ask in which newspaper i'm going to be published? Which rights does an interviewee have?
WHAT IS MEDIA BIAS? Media bias is the bias of journalists and news producers within the mass media, concerning the selection of events and stories that are reported, and how they are covered. The term "media bias" implies a pervasive or widespread bias contravening the standards of journalism, rather than the perspective of an individual journalist or article.
HATE SPEECH Source: Training course Loesje Armenia: “From out of Hate, a Peace of Art” from Aim: -to increase knowledge and sensibility of participants about hate speech Time: 45min Material: post-its, pens Description if activity: 1. part of activity Each participant got one post-it on his back with excluded/hated people (migrants, refugees, LGBT, women, politicians, Jewish, Muslim, drug addicted...) Their task is to mingle in the room and check the post-it of the others and to react as in their country they would react/interact with that group of people. After 10 minutes they can see their post-it 2.part of activity Three volunteers are asked to go in the middle. The rest of the group got a post-it on which to write what people from their country think about that group of people which are now in the middle. They have to write it on the post-it and stick them on the people in the middle.
participants go one by one walking the corridor and others have to say words that normally people from their country would say to these people. Reflection and discussion: how did you feel during this activity? In particular, the 3 volunteers? How to act against hate speech in social media? Proposal on how to adapt this activity Ask young people to search on the web in discussion forums the reaction of people towards minorities or other group of people which were selected as example for the game. To write down these reactions on post-its and stick them on the people in the middle.
WHAT IS HATE SPEECH? Committee of Ministers of the Council of Europe defines Hate speech as “all forms of expression which spread, incite, promote or justify racial hatred, xenophobia, Antisemitism or other forms of hatred based on intolerance”. According to Council Framework Decision 2008/913/JHA of 28 November 2008, illegal hate speech is punishable as criminal offences. More information: http://eur-lex.europa.eu/legal-content/EN/TXT/?uri=LEGISSUM:l33178
Read up the notes written.
Hate speech is very spread phenomena online therefore European Commission and four major social media platforms on 1th June 2016 announced a Code of Conduct on countering illegal online hate speech. It included a series of commitments by Facebook, Twitter, YouTube and Microsoft to combat the spread of such content in Europe. More information:
Now the group makes a corridor standing face to face. All three
http://ec.europa.eu/justice/fundamentalrights/files/hate_speech_code_of_conduct_en.pdf
WALL OF HATE
ON-LINE RESEARCH
Source: Training course Loesje Armenia: “From out of Hate, a Peace of Art” from
Source: activity developed during Seminar
Aim: -recognize hate speech in national news and exchange the information
-teaching arguments to defend minorities by role playing on web..
Aim: -raise awareness about hate speech
-identify the most commonly discriminated social groups
-developing the effectiveness of arguments and empathy between communities day by day.
Time:
Instructions:
1h30 – 2h00
Meterial: newspapers, internet access, technological devices, printer, paper, pens, markers, post-it,... Instructions: 1. Divide into groups based on nationality 2. Go through news and find hate speech 3. Analyze the topics and identify the most commonly discriminated social groups 4. Print and cut out examples and put them together to create a poster. Present it to other national groups Debriefing: Do you think the source – website, newspaper etc. is objective? Do you know what is the background of the news site/paper? Why did you choose it as a hate speech – what disturbed you in that image/article? If you would rewrite it, how would you do it? Did you see some connections with the news in your country and others? Did you recognize some specific tools or methods? Did you notice the comments? Are they supporting the hate speech?
1. Divide participants to multinational groups and give them a task to open fake facebook/social media profiles as a person from selected discriminated community. 2. Comment to news on social media by defending minority and check replies/reactions. 3. Discuss about what is the general point of view on the news, how are people reacting and which method has been used in the written comment and why? Discuss possibilities to improve arguments. Debriefing: How was the process? Were you using some methods in the beginning of the project? Which method did you use or invent yourself? Did the reaction from people surprise you? How did you feel after seeing hate speech to your “role play" community? How did you find arguments for your role play community? Was it difficult? Which channels did you use for it?
STEREONARY
VIEW FINDER
Source: activity developed during Seminar
Source: activity developed during Seminar
Aim: -to challenge perception, reflect on how misleading can be photos and unmask own prejudice.
Aims:
Time: 60 min Meterial: printed pictures, colors, papers Description of activity: 1. Form groups of 2 -4 participants. 2. Each group is given an incomplete picture, the task of the group is to draw the missing part of the picture. 3. Participants present the picture and their view point, give a small explanation on how they came up with this idea. Discussion in plenary:
-make young people aware of the importance of different point of view - encourage critical thinking - teach to collect information about something from different sources Description of activity: 1. Split the participants in groups of 5 people 2. Give a subject to each group 3. Ask the groups to take 2 or 3 pictures of the subject from a different point of view (or to take one picture and to edit it) to make it look different somehow.
Is your picture similar to the real picture? Which indicators lead you to draw the picture as you did? Did other group members have different interpretations? How did the task change your attitude?
4. Collect the pictures and show them to the group
Can you draw parallels with media?
6. Talk about how to collect more information about a fact or a news.
Variation: Have this workshop with videos – pausing them at some moment and ask the participants to write how the story will continue.
5. Discussion about how different points of view can change the meaning of things
