Edutainment in Health Edutainment in Health CommunicationCommunication

- between social marketing and - between social marketing and empowermentempowerment

Thomas Tufte, ProfessorThomas Tufte, ProfessorRUC, CBIT, ttufte@ruc.dkRUC, CBIT, ttufte@ruc.dk

Presentation given at MIH, University of Copenhagen, 18 February Presentation given at MIH, University of Copenhagen, 18 February 20132013

TodayToday’’s programs program

Change models – an exerciseChange models – an exerciseConceptual reflections and debateConceptual reflections and debateEdutainment – the art of telling Edutainment – the art of telling

storiesstoriesCase: Soul CityCase: Soul CityLessons learnt and future challenges Lessons learnt and future challenges

for health communication for health communication

ExerciseExercise

Change models….Change models….

Diffusion model

Definition of communication: information transfer - verticalDefinition of development communication: information

dissemination via mass media

Problem: lack of information Solution: information transfer: Knowledge Attitudes

Practice Goal: outcome oriented: behavior change

Frameworks: Types of interventionsModernization Social marketingDiffusion of innovations Entertainment-

education

Participatory model

Definition of communication: information exchange/dialogue - horizontal

Definition of development communication: grassroots participation via group interaction

Problem: structural inequalities/local knowledge ignored Solution: information exchange/ participation Goal: process-oriented: empowerment, equity,

community

Frameworks: Types of interventionsSocial change/praxis (Freire) Empowerment educationSocial mobilization/activism Participatory Action

ResearchRapid Participatory

AppraisalCommunity Involm. in

Health

Approaches within Approaches within Health Communication Health Communication

Dissemination

/PersuasionIEC BCC UNAIDS CFSC

Individual/DiffusionStructural Causes/

Participation

Diversity of frameworks + diversity of strategies + multiplicity of interventions = Growth of the field =

New conceptual approaches

Convergence modelNo magic formula

Edutainment 1st Generation 2nd Generation 3rd Generation

Definition of the problem

Lack of information Lack of information and skills

Structural inequalityPower relationsSocial conflict

Notion of culture Culture as obstacle Culture as ally Culture as ’way of life’

Notion of catalyist External change agent External catalyst in partnership with the community

Internal community member

Notion of education Banking pedagogy Life skillsDidactics

Liberating pedagogy

Notion of audience SegmentsTarget groupsPassive

ParticipatoryTarget groupsActive

CitizensActive

What are you communicating

Messages Messages and situations

Social issues and problems

Notion of change Individual behaviourSocial Norms

Individual BehaviourSocial NormsStructural Conditions

Individual BehaviourSocial NormsPower relationsStructural Conditions

Expected outcome Changs of norms and individual behaviour

Numerical results

Changs of norms and individual behaviour

Public and Private Debate

Articulation of political and social processes

Structural ChangeCollective Action

Duration of activity Short Term Short and Middle term Mid- and Long term

EdutainmentEdutainment- the history, practice and theory- the history, practice and theory

Re-considering the field of EERe-considering the field of EEOne of the most innovative and used One of the most innovative and used

comm strategies in ComDev in the comm strategies in ComDev in the past 2 decadespast 2 decades

Consolidated strategy, but doing Consolidated strategy, but doing excactly what?excactly what?

Critiques of limited behavioural focusCritiques of limited behavioural focus

Key FociKey FociThe Known Story (1970s-mid/late 1990s)The Known Story (1970s-mid/late 1990s)

Communication and Development: New Communication and Development: New Theoretical Perspectives (1995 – 1999)Theoretical Perspectives (1995 – 1999)

The Golden Years of – a particular form of The Golden Years of – a particular form of - Entertainment Education? (1999 – 2004) - Entertainment Education? (1999 – 2004)

Proliferation of EE (2004-)Proliferation of EE (2004-)

The “Known” Story of EE: A The “Known” Story of EE: A Historical OverviewHistorical Overview (1970s–late 1990s)(1970s–late 1990s) EE in PracticeEE in Practice

JHU, PSI, BBCJHU, PSI, BBC Theoretical PerspectivesTheoretical Perspectives

Heidi Noel Nariman (1993)Heidi Noel Nariman (1993) Anna Maria Fadul (1993)Anna Maria Fadul (1993) Emile McAnany (1990s)Emile McAnany (1990s) Piotrow (1997) – family planning bookPiotrow (1997) – family planning book Singhal (1997) – India’s information revolution Singhal (1997) – India’s information revolution First International EE Conference (1997) –First International EE Conference (1997) –

AthensAthens Larry Kincaid (1981 onwards - ideation)Larry Kincaid (1981 onwards - ideation) Doug StoreyDoug Storey

The Golden Years of Entertainment The Golden Years of Entertainment

Education? (1999 – 2004)Education? (1999 – 2004) - I - I

EE and Social Change: Singhal and EE and Social Change: Singhal and Rogers (1999) Rogers (1999)

Critiques of EECritiques of EE A critique of the narrow focus on BCC – A critique of the narrow focus on BCC –

Waisbord (2001)Waisbord (2001) Diffusion and participation: a false Diffusion and participation: a false

dichotomy – Morris (2003/2005)dichotomy – Morris (2003/2005)

The Golden Years of Entertainment The Golden Years of Entertainment

Education? (1999 – 2004)Education? (1999 – 2004) - II - II Proliferation of EE scholarship Proliferation of EE scholarship

Communication Theory Journal (2002)Communication Theory Journal (2002) Suruchi Sood – Audience Involvement Suruchi Sood – Audience Involvement John Sherry – EE and Mass Mobilization John Sherry – EE and Mass Mobilization Singhal and Rogers – Outlining a research agenda Singhal and Rogers – Outlining a research agenda

EE and Social Change Revisited: Sabido, Cody, Rogers, EE and Social Change Revisited: Sabido, Cody, Rogers, Singhal (2004)Singhal (2004)

EE from a Freireian perspectiveEE from a Freireian perspective Sood and WitteSood and Witte Singhal Singhal Singhal and Rogers – Combating AIDS (2004)Singhal and Rogers – Combating AIDS (2004)

EE and the Public SphereEE and the Public Sphere Tom Jacobson Tom Jacobson

Sense–making and multiple mediations Sense–making and multiple mediations Tufte (2004)Tufte (2004) Barbero (1993)Barbero (1993) OrozcoOrozco

EdutainmentEdutainment

Telling stories strategically….Telling stories strategically….

Making the Private Public Making the Private Public

Compared with the reality which comes from Compared with the reality which comes from being seen and heard, even the greatest forces being seen and heard, even the greatest forces of intimate life – the passions of the heart, the of intimate life – the passions of the heart, the thoughts of the mind, the delights of the senses thoughts of the mind, the delights of the senses – lead to an uncertain, shadowy kind of – lead to an uncertain, shadowy kind of existence unless and until they are existence unless and until they are transformed, deprivatized and deindividualized, transformed, deprivatized and deindividualized, as it were, into a shape to fit them for public as it were, into a shape to fit them for public appearance. The most current of such appearance. The most current of such transformations occurs in storytelling… transformations occurs in storytelling… (Hannah Arendt, The Human Condition, 1958: (Hannah Arendt, The Human Condition, 1958: 50)50)

Coping StrategyCoping Strategy

Storytelling is a coping strategy that involves Storytelling is a coping strategy that involves making words stand for the world, and then, by making words stand for the world, and then, by manipulating them, changing onemanipulating them, changing one’’s experience of s experience of the world. By constructing, relating and sharing the world. By constructing, relating and sharing stories, people contrive to restore viability to the stories, people contrive to restore viability to the relationship with others, redressing a bias toward relationship with others, redressing a bias toward autonomy when it has been lost, and affirming autonomy when it has been lost, and affirming collective ideals in the face of disparate collective ideals in the face of disparate experiences. It is not that speech is a replacement experiences. It is not that speech is a replacement for action: rather that it is a supplement, to be for action: rather that it is a supplement, to be exploited when action is impossible or confounded exploited when action is impossible or confounded (Michael Jackson, 2002: 18)(Michael Jackson, 2002: 18)

Case: Soul CityCase: Soul City

Introduction: concept and aimIntroduction: concept and aim

Video with three Soul City storiesVideo with three Soul City stories

ResultsResults

Lessons learntLessons learnt

Soul CitySoul City

An NGO with 80 staff. Established in An NGO with 80 staff. Established in 1994. Many donors on board.1994. Many donors on board.

’’CampaignsCampaigns’’ approx every 1½ year. approx every 1½ year. Duration: 6 monthsDuration: 6 months

Since 2000: Soul Buddyz.Since 2000: Soul Buddyz.

Soul CitySoul City- campaign elements- campaign elements

Weekly tv-series episode, 13 weeks (Engelsk ++)Weekly tv-series episode, 13 weeks (Engelsk ++) Followed by 60 daily radio-drama episodes (9 Followed by 60 daily radio-drama episodes (9

different languages)different languages) Educational packages, incl teachers guideEducational packages, incl teachers guide Adult education packagesAdult education packages Sections/publications for 10 largest newspapers in SA Sections/publications for 10 largest newspapers in SA One off publications for journalistsOne off publications for journalists Workshops for journalists, local community workers, Workshops for journalists, local community workers,

police, health workers, etcpolice, health workers, etc Competitions: (Soul City Health Worker of the Year, Competitions: (Soul City Health Worker of the Year,

essays competitions, etc)essays competitions, etc) Soul Buddyz Club structure in schoolsSoul Buddyz Club structure in schools

Soul City Soul City - guidelines…- guidelines…

Edutainment as core conceptEdutainment as core concept Continuity, since 1994Continuity, since 1994 BrandedBranded High qualityHigh quality Multi-mediaMulti-media Research-drivenResearch-driven Training and educational componentsTraining and educational components Strategic partnerships (ie NVAW)Strategic partnerships (ie NVAW) Community moblizingCommunity moblizing Multi-level advocacy Multi-level advocacy

Soul City video clipsSoul City video clips

Examples: Examples:

Domestic ViolenceDomestic Violence

Disability (Soul Buddyz)Disability (Soul Buddyz)

HIV/AIDS PreventionHIV/AIDS Prevention

What processes were What processes were articulated?articulated?

- in the tv-series in particular- in the tv-series in particularThe private becomes a public concernThe private becomes a public concernThe importance of social networksThe importance of social networksThe local community is challenged…The local community is challenged…

reacts positivelyreacts positivelyLegal framework enhance the change Legal framework enhance the change

processprocessRole models undergo a positive and Role models undergo a positive and

forward moving developmentforward moving development

Results (1)Results (1)

16.2 mio viewers of tv-series16.2 mio viewers of tv-seriesCampaign materials used by more Campaign materials used by more

than 4300 South Africa organisations than 4300 South Africa organisations and institutionsand institutions

Campaign influenced policyCampaign influenced policy Increased contact with organisations Increased contact with organisations

working with domestic violence working with domestic violence

Results (2)Results (2)

8 procent-point more in post-intervention 8 procent-point more in post-intervention assessment than in pre-intervention assessment than in pre-intervention recognize recognize ’’emotional batteringemotional battering’’ as a kind of as a kind of ’’domestic violencedomestic violence’’ (from 81% to 89%) (from 81% to 89%)

Knowledge about Knowledge about ’’Stop Women Abuse Stop Women Abuse HelplineHelpline’’: From 16% til 61% knowledge! : From 16% til 61% knowledge! (comparing those with no contact with (comparing those with no contact with Soul City and those with contact to all 3 Soul City and those with contact to all 3 Soul City media outputsSoul City media outputs

Which change process do you Which change process do you wish to articulatewish to articulate??

Individual ChangeIndividual Change Knowledge Skills Attitudes Practices

Social ChangeSocial Change Leadership Degree and Equity

of Participation Information Equity Collective Self-

Efficacy Sense of Ownership Social Cohesion Social Norms

What do you evaluate in a What do you evaluate in a communication intervention?communication intervention?

Different levels of intervention:Different levels of intervention:Individual levelIndividual levelHousehold/Community levelHousehold/Community levelSocietal/national levelSocietal/national level

Distinguish between process Distinguish between process evaluation and evaluation and ’’outcomeoutcome’’ evaluation evaluation (results)(results)

What can we learn from Soul What can we learn from Soul City?City?

- 4 principles of communication- 4 principles of communication Complexity. Complexity. Complex problems require complex Complex problems require complex

answers.answers.

Multi-level interventions. Multi-level interventions. Collaboration Collaboration between community, region, nation….between community, region, nation….

SynergiesSynergies. Using a broad palet af media . Using a broad palet af media platforms and forms of communication (and platforms and forms of communication (and targeting more than one audience – based on targeting more than one audience – based on network analysis)network analysis)

Systematic approaches pre and post. Systematic approaches pre and post. Evaluate both social processes and KAP.Evaluate both social processes and KAP.

Towards a CFSC Approach in Towards a CFSC Approach in Health Communication (I)Health Communication (I)How do we Improve HIV/AIDS How do we Improve HIV/AIDS

Communication?Communication?

1.1. Building relations of trust/build Building relations of trust/build confidenceconfidence

2.2. Through recognition and Through recognition and identification increase ownership of identification increase ownership of problemproblem

3.3. Stimulate reflection and both Stimulate reflection and both individual and collective actionindividual and collective action

Towards a CFSC Approach in Towards a CFSC Approach in Health Communication (II)Health Communication (II)

How do we Push a Social Change How do we Push a Social Change Agenda?Agenda?

Voice and VisibilityVoice and Visibility of affected populations – of affected populations – both in public AND private dialogueboth in public AND private dialogue

Enhance Cultural Citizenship in Content and Enhance Cultural Citizenship in Content and Mode of AddressMode of Address (communicate about issues (communicate about issues and in ways that are culturally appropriate but and in ways that are culturally appropriate but also challenge fx gender relations)also challenge fx gender relations)

Support systemsSupport systems in place (hotlines, counselling in place (hotlines, counselling centres, access to services)centres, access to services)

Addressing both general public, opinion Addressing both general public, opinion leaders, decision makers – leaders, decision makers – multilevel multilevel

Towards a CFSC Approach in Towards a CFSC Approach in Health Communication (III)Health Communication (III)

Potential Outcome of CFSCPotential Outcome of CFSC Social CritiqueSocial CritiqueSocial Action Social Action Social and Structural Change Social and Structural Change

……NOT thereby excluding the need for NOT thereby excluding the need for individual behaviour change. individual behaviour change.

Ressources…and thank you!Ressources…and thank you!

www.soulcity.org www.communicationfors

ocialchange.org www.comminit.comwww.comminit.com www.fooddudes.co.uk www.ruc.dk

ttufte@ruc.dkhttp://ruc-dk.academia.edu/

ThomasTufte ThomasTufte