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

#silencehate

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

#silencehate

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?