tackling hate speech through media education
TRANSCRIPT
MediawijsCongress
Tacklinghatespeechthroughmediaeducation
MediaAnimation- Anne-ClaireOrbanGent,16thNovember2016
Planofthepresentation1. Introduction2. Study onhate speechandparticipationin
Belgium onlinefrench-language press.3. « Draw mefreedom ofspeech »-
educational package4. Discussion
November 2014– 2016Fundamental Rights andCitizenship ProgramoftheEuropean Union
www.bricksproject.eu
Study onhate speechandparticipationinBelgium online
french-language press
Methodologyandsteps1. Hatespeechdefinition– literaturereview2. Interviews(15)- journalists,webactivists,editorsandnon-profit
organisationsworkingonmediaandonlinediscrimination
3. Casesstudies analysis (5)– 1stJanuary – 31stMarch2015
1. Identificationofbestpractices
Hatespeechdefinition• Hate speech<->freedom ofspeech• Belgian Anti-racism Lawof31July1981“any distinction,exclusion,restrictionorpreference based onrace,colour,descent,ornationalorethnic origin which hasthepurpose oreffect of
nullifying orimpairing therecognition,enjoyment orexercise,onanequalfooting,ofhuman rights andfundamental freedoms inthepolitical,economic,
social,culturalorany other field ofpubliclife”
• Antidiscrimination Lawof10May2007• Men-women Anti-discriminationLawof10May2007• Lawagainst Revisionism of23March1995
ènotionofINCITEMENTèMediaashostorpublisher?
Summaryofmoderationchoices
Casestudiesanalysis• Norelationships between theway anarticleis writtenandthehate comments it attracts
• Discussionpatterns– Mainly two opposing groups– Mainly trading insults
• Mechanisms forarguing– Victimisationofone’s own community– Referring toauthority orexperience– Frequent resort toabuse– Inaccurate generalisation– Condemning trollsè Conversationvscontinuous thread(asafety valve)of‘borderline’remarks
Tensionsaschallenges
Onlineparticipation
Duty Opportunity
BarroomtalkPublicforum
Sparking offdebate avoiding debate
Moderation
Pre Moderation PostModeration
Outsourced Internal
Technology Human intervention
Freedomofspeech
Restricted Absolute
Censorship Journalism
Responsibility
Media Users
Bestpractices
Presentation oftheeducational package
• Basedonfocus-groups• « Drawmethefreedomofspeech »:atooltotacklediscriminationsandhatespeechusingcartoonsandfreedomofspeech
• 6units,1unit=2hoursworkshop• 1unit=1to5activities• 15to20yearsold
Pedagogical tool
• Understand theaims offreedom ofspeechinthemediafield today
• Analyzethespecificsofthegenreofcaricature• Identifytheuseofstereotypes• Makeyoungpeopleexpressthemselvesusingthetechnicsofcaricaturetocombathatespeech
Goals
• 6unitso Unit1– Thegenreofcaricatureo Unit2– Evolutionofthegenreo Unit3– Thespecificitiesofcaricatureo Unit4– Focusonstereotypeso Unit5– Caricature,freedomofspeechandlimitso Unit6– Interactivityandfightagainsthatespeech
• Theoreticalbook- Pedagogicalactivities– Resources• Activities ofcreation:commontheme +spreading theoutcomes
Structure
#silencehate
I.Theoritecal contentDefinition,etymologyandformsofcaricature,distinctionofcaricaturewiththeartisticgenresofparodyandpastichewhicharequiteclose;Definitionofthepressdrawings;Contextsandsupports
II.Educational activities• Ice-breaker activity :what is acartoonforme?• Try toimaginehowtocaricaturepersonalities andnewsevents from their photography by
referring tothedefinition andcharacteristics ofthegenreofthecaricature.• Transform current events into caricaturebyadopting acritical pointofview.• Identify thecaricatureinthepress drawings.• Keythread:Identify thecharacters /protagonists /stakeholders ofaproblematic situationof
discrimination.
Unit1Thegenreofcaricature
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Dismantling ofthe« JungleCamp »ofCalais
I.Theoretical contentAcriticismofthepower;The19thcentury,thegoldenageofcaricature;Apparitionofpopularpress,diminutionofthesatiricalpress.WorldWars:cartoonsusedbytheauthoritiesforpropaganda.Areturnofcaricaturesprovocativesince1970,againstthepoliticalpower.
II.Educational activities• Ice breaker activity :Locate caricaturesonatimeline• Capturing theprotest anddenouncing role ofcartoonsovertime• Identify thecommon societal problem evoked inold caricatures(considered therefore timeless)andcurrent
ones.• Identify thesocialcategory towhich theindividual (s)represented inold caricaturesbelong andsearch for
recent cartoonsrepresenting thesame socialcategories.Keythread:Take upthesituation/societal debate chosen inunit1andtranslatethesituationinto othercontexts (historical,culturalorsocial).
Unit2Theevolution ofthegenre
I.Theoretical contentTheroleofcriticismtowardssocietyandthepoliticalpower;Alookattheevents,partiality,differentrepresentationsofthesameevent;Maskingandenhancement;Explanationandillustrationofmethodsandstylefiguresusedinimagessuchascaricature;Proposalofafive-stepmethodtoanalyzecartoonsinandoutofthejournalisticcontext.
II.Educationalactivities• Ice breaker activity :What is represented?Tobecome aware ofthesignified-significant relationship within
caricaturesbytheapproach ofrepresentations.• Linkapress cartoontoapublishing context andareadership.• Distinguish thepointsofview ofcartoonsandpress articles.• Keythread:Create acontext forpublishing thecaricatureoftheproblem situationdefined inunit1inorder to
refine themeaning.
Unit3Specificities ofcaricature
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I.TheoreticalcontentStereotypes:definition,creation,principleofsocialcategorization,functions,distinctionwithprejudiceanddiscrimination;Necessityintherepresentationoftheworldandproblematicwhenitbecomesprejudice;Receivingthestereotype;Shouldwefightstereotypes?:Theroleofmediaeducation.
II.Educationalactivities• Ice breaker activity :Whoisit?Understandingoftheevocativeforceofstereotypes• Understandthepartofsubjectivityinidentifyingstereotypes.• Identifythestereotypedrepresentationinthecartoonsthroughananalysisgrid.• Understandthecreationofastereotypebasedondiscussionofsocialcategories.• Keythread:Toidentifythecommonstereotypesusedbythedifferentgroupsofyoungpeoplefromtheir
caricaturescarriedoutintheprecedingsteps,toreviewthestereotypesintheownproductionsofcaricaturesifproblematic.
Unit4Focusonstereotypes
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I.TheoreticalcontentFreedomofspeechinBelgium:principle,freedomandhumor,legalframework;Limitationsonfreedomofspeech,definitionofhatespeech,legalframeworkinBelgium,"incitementto"anddiscriminatorylanguage;Caricature&provocation:theroleofmediaeducation
II.Educationalactivities• Icebreakeractivity:DefiningFreedomofspeech- CommonDefinitionexercice• Identifythevariousviolationsonfreedomofspeech,especiallyfromthemessagessentbythecartoonists
themselves.• Discusscaricaturesthathavecreatedpolemicsfromarole-playinggame• Keythread- Whichlimits?Analyzeitsowncartoonsundertheapproachoffreedomofspeechandputwordson
thisprincipleinthecurrentcontext.
Unit5Thecaricature,freedom of
speechandlimits
I.Theoretical contentCaricatureasmedia;Thereticularpropensity,flow,circulationandvolatilityofInternetimages;Thescopeofthecartoon;Itsdecontextualizationandreception;ParticipationandinteractionwithInternetusers,betweendutyandopportunity,betweenopenbarandagora.
II.Educationalactivities• Icebreakeractivity:WithoutText:Understandthepossiblepolysemyofacaricaturebyidentifyingthetypeof
topicrelatedtoacaricaturethathasbeenremovedfromcontextandpotentialtexts.• Makeawarenessaboutthemoderationofhatespeechinsituationofinteractivity(forum,Facebookwall,...)• Keythread:Toplananon-linecommunication/disseminationcampaignofthecartoonscarriedoutduringthe
moduleanddebatesonthemoderation/managementofthiscampaign• Activitéd’amorce :Sanstexte :Comprendrelapolysémiepossibled’unecaricatureenidentifiantletypedesujet
Unit6Interactivity andfight against
hate speech
www.educaricature.be
Questionsorcomments?