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MEDIA EDUCATION AND HATE SPEECH
WORKBOOK
Preventing and combatting hate speech by understanding and managing it
Module designed and created by
Bellaria Igea Marina (RN), Italy www.zaffiria.it
The Zaffiria Centre is a media education centre that works with students, teachers and parents on a daily basis to organise training workshops, laboratories, projects and activities
Florence, Italy www.cospe.org
COSPE is a private, secular and non-profit association that supports projects in Italy and across Europe promoting the inclusion of migrants and equal opportunities in terms of education, work and society
Our sincere thanks to the teachers, students, activists and experts who have contributed to this pathway.
Co-financed by the European Union's Fundamental Rights and Citizenship programme
This publication was produced with the financial support of the European Union's Fundamental Rights and Citizenship programme. The contents of this publication are the sole responsibility of the authors and do not necessarily reflect the opinions of the European Commission.
Preventing and combatting hate speech by understanding and managing it
MEDIA EDUCATION AND HATE
SPEECH WORKBOOK
Media education and hate speech - Workbook 5
Introduction "BRICkS - Building Respect on the Internet by Combatting Hate Speech" is a European
project that aims to combat the spread of online
hate speech against migrants and minorities
through media education and the active
involvement of web users and content
producers. The project was established in 2014
based on the experiences of the Italian NGO
COSPE and the Zaffiria Centre before being
extended to organisations in Germany, the
Czech Republic, Spain and Belgium. It is
supported by the European Union's
"Fundamental Rights and Citizenship" programme. Its goal is to explore opportunities
for intercultural dialogue online. The project is
not aimed solely at users but also at media
professionals, who must face the challenges
posed by digital information.
Media representation influences public
perceptions and behaviour, particularly with
regard to sensitive topics such as migration, so
it is important to be aware of the effects
of the flow of information, especially online.
The phenomenon of hate speech is complex:
young people are at greater risk of being
exposed to it, both due to their large-scale use
of social networks and due to the paucity (or
total lack) of opportunities to raise awareness of
the concept. Schools find themselves on the
front line and faced with the difficult task of
tackling this phenomenon, which undeniably has
serious repercussions for young people's
relationships with their peers and the wider
world.
The project helps teachers to develop ideas
through which they can tackle the theme of hate
speech with their students, using media
education, intercultural education and the
active involvement of the participants.
This training module was created using a three-step process:
A participatory process based
on 3 meetings that took place
in the first half of 2015 with 3
groups of "stakeholders".
These groups have experience
of hate speech and young
people from different
viewpoints: they are teachers,
first and second-generation
Roma activists, and journalists
and web experts. The real-
world experiences and
theoretical ideas that emerged
from these meetings guided
the initial development of the
module.
A two-day training course
held in September 2015 with
educators from Emilia-
Romagna and Tuscany,
involving theoretical talks from
academics and subject matter
experts along with exchanges
and role-playing activities.
Trialling the activities in five
secondary schools in Emilia-
Romagna and Tuscany (Bologna
- 1 school, 3 classes; Riccione,
Santarcangelo and Bellaria - 3
schools, 10 classes; Prato - 1
school, 10 classes), with a total
of 580 students involved.
This aspect was fundamental for us: these
activities are based on real-life situations rather
than being artificially created. Getting from the
initial plan to the final module involved all the
fine-tuning and reworking that real educational
work entails. Trialling the activities in the real
world had several benefits: it allowed us to ask
ourselves questions about the ethical meaning
of a project on hate speech, it allowed us to
listen to the young people (their experiences,
opinions, strategies
6 Media education and hate speech - Workbook
and emotions), it highlighted which steps of the
module were most laborious (the task of
analysing hate messages), and it helped us to
redesign certain learning situations, which were
sometimes reshaped by the actions and verbal
exchanges of the students.
This module has the courage to discuss difficult
and highly topical issues with students: the
activities suggested here, however, are only a
potential set of ideas and working approaches
that we trust can generate better ones once in
the hands of teachers and educators.
The module is built around the idea that it is more interesting to research
this topic alongside students, asking questions
and analysing materials that can arouse their
curiosity and make them feel involved, rather
than immediately providing them with answers
that would prevent the class from discovering
them together.
The methodologies chosen for the individual
activities aim to let students "live the problem",
to link it to their own real experiences, and to
encourage them to reason and actively respond.
This is why there are no right or wrong answers,
only practical ideas to initiate research that we
trust will interest your students (and you).
A guide to the training module: finding your way
The module is a work tool that the
teacher/coordinator can use to address the
theme/problem of hate speech. There are no
pre-established pathways to be followed in
class; instead, the module offers flexible and
adaptable approaches allowing group leaders to
construct their own pathway, exploring the
many and varied opportunities for dialogue and
educational work that the web offers. To do
this, it is crucial to understand the background
and the characteristics of the group you intend
to work with: on the basis of their needs, the
specific practical situations involved and the
interests of the group, you can thus make the
necessary changes to ensure the work is
accessible to all participants.
Giving the group structure and limits is crucial
in order to achieve these predetermined
objectives: given the powerful emotions that
this issue can generate, doing so is key to
ensuring the success of the process. Within this
stable frame of reference, young people can
experiment and express their opinions with
complete freedom. On this note, it is important
to create an environment that feels sufficiently
safe and non-judgemental, one based on mutual
respect. Finally, it is very useful to offer the
class planned and well-structured activities, to
establish a relationship of empathy with them,
and to adopt a welcoming attitude of active
listening.
reminder for creating a pathway on combatting hate speech Given the sensitive nature of the topics being
addressed, dynamics may arise within the group
that are unpredictable and hard to manage. The
group leader can mitigate this by implementing
appropriate intervention strategies: below is a
list of potentially critical situations and how to
control them.
Group leader's point of view called into question and group dynamics
Group leaders must be prepared for the fact
that they may have to deal with situations in
which their own point of view is questioned, and
that the discussions could provoke very intense
and even painful emotions/reactions among the
participants. In these situations, it is essential
to remain calm and respect everyone's point of
view while firmly stating your own, backing it up
with textual references and documentation. It is
strongly recommended
Media education and hate speech - Workbook 7
that you fill in the activity analysis and monitoring
form at the end of each session: this allows you to
oversee the process and direct the subsequent
sessions, identifying behaviours, dynamics,
resources and critical issues within the group.
Reduce discomfort
Tackling the theme of hate speech is a challenge
for both the group leader and the participants,
who will be taking part in a process that questions
their values and thus inevitably provokes strong
emotional reactions: this may be a powerful
experience and could cause discomfort. How can
this be reduced?
• By adopting a non-judgemental attitude;
• By ensuring that information discussed during the sessions remains confidential;
• By steering the group towards participation and involvement so that each participant feels
welcomed, protected and supported by his or
her peers;
• By anchoring discussions to the available sources insofar as this is possible, allowing
students to confirm or deny certain statements
and encouraging them to do necessary and
crucial work with source materials.
Conflict management
The group leader may be faced with a conflict
between participants. Should this happen, he or
she can implement strategies to defuse the
situation and ease the tension. Ignoring a hostile
statement or question is generally not advisable; a
good tactic can be to involve the entire group in
searching for a solution together (only if the leader
feels that the group is able to cope with this
without the situation spiralling out of control).
Alternatively, hostility can be embraced and
bounced back to the group as an opportunity to
question false beliefs and clichés, for example by
consulting official sources (please find attached
the guidelines for managing conflict in multi-
ethnic groups in schools).
the weight of words
Language is a powerful tool: words are important
and can be used to marginalise, hurt, label and
discriminate against groups of people and
individuals. The meaning of words can change
depending on the context and the speaker. It is
therefore a good idea to spend some time working
on terms used to stigmatise others and the concept
of "hate speech". Indeed, some statements can
function as incitements to hatred despite not
containing any vulgar or explicitly offensive words.
We do not recommend providing participants with
a list of inappropriate words at the beginning of
the course, but as the course progresses, it
might be useful to indicate the types of words
that could be perceived as offensive by certain
sections of society. To take this type of analysis
further, consult the "Carta di Roma (Charter of
Rome)". This is a code of conduct for journalists
regarding asylum seekers, refugees, victims of
trafficking and migrants, created in 2008 by the
Italian Order of Journalists and the FNSI
(Italian National Press Foundation)
(http://www.cartadiroma.org/cosa-e-la-carta-di-roma/glossario).
The most common definition of hate speech
is the one put forward by Recommendation
(97) 20 of the CoE:
"The term "hate speech" shall be understood
as covering all forms of expression which
spread, incite, promote or justify racial hatred,
xenophobia, anti-Semitism or other forms of
hatred based on intolerance, including:
intolerance expressed by aggressive
nationalism and ethnocentrism, discrimination
and hostility against minorities, migrants and people of immigrant origin."
(http://www.coe.int/it/web/freedom-expression).
Choice of classroom materials
When choosing texts, newspaper articles and
videos to analyse in class, we recommend that
you follow three criteria:
1) Always choose topical subjects: it is important
that the school create a constant dialogue with
current events, in part because this gives
students an opportunity to share questions on
the meaning of the times we are living in and on
the controversial and complex issues currently
affecting humankind;
2) Choose content in line with the experiences and habits of young people: video games,
posts on social networks, songs ... all material
which adolescents deal with and which often
goes unnoticed by adults, but which can provide
very productive stimuli and opportunities for
educational work;
3) Choose content related to the syllabus: it is
essential that students experience how
academic disciplines can be tools that help us
interpret and understand the world, not simply
subjects disconnected from reality that must be
learnt by rote. History, literature, mathematics
and statistics become the backdrop and the
tools that allow students to understand the
world in a more mature way.
8 Media education and hate speech - Workbook
structure each session
As mentioned, giving each session a solid
structure helps to keep the level of
participation high, fosters an open-minded
attitude towards the Other and encourages the
involvement of all participants.
We recommend structuring a pathway made up
of at least 5 sessions of 2 hours each. If this is
not possible, the group leader can choose
the activities to be carried out by the group
following a thorough assessment that takes into
account both the group's point of departure and
the level of intensity and complexity of the
topics addressed in each learning unit.
Each session should be divided into three
sections as a matter of routine:
Introduction (20 minutes)
Plan a few "icebreaker games"
at the start of each pathway to
help the group relax and to
allow participants to form
bonds without judging others,
deconstructing any
preconceived ideas they may
have about their classmates.
At the start of each session,
quickly go over the work
completed in the previous
session to allow the students
to ease back into their work: it
might be a question or an
activity that was left
unfinished, a task that was left
to the students to complete, or
a continuation of the thoughts
previously expressed by
students (it is important to
document the debates
between students as material
for work and further research).
Main activity
(70 minutes)
In this section, the learning unit is carried out with any
modifications deemed
necessary and with the
suggested materials (these
materials may be used or
replaced).
In this phase, personal
reflections from each
participant are encouraged.
Students can work in groups, in
pairs or individually in order to
brainstorm more ideas to
discuss, reflect on and
evaluate. The aim is to
generate a process of
individual and collective
empowerment.
Conclusion (30 minutes)
Each session concludes with a
collective overview of the
experience reflecting on what
the group has done and how,
with a focus on the content,
the processes and the
dynamics that have emerged.
Analysis of the experience and self-assessment (for the group leader and the students)
After the end of each learning unit, the group
leader fills in the form Reflecting on
classroom activities. The students also fill in
the form Reflecting on classroom activities.
This allows the progress of the activity
to be monitored, identifying its strengths and
weaknesses in order to guide the work done in
subsequent sessions. Particular attention should
be paid to the group dynamics and the potential
emergence of cross-cutting themes and conflicts
between students.
Media education and hate speech - Workbook 9
How the guide is organised
The learning units are presented below with the
following information: title, aims,
instructions, time required, tools, strategies
for student involvement, working materials,
and prerequisites in order to carry out the
activity. The units address different themes
that all revolve around the issue
of hate speech: the analysis and recognition of
hate speech, the topic of online and offline
identities, our relationship with technology and
the media, the analysis and creation of content,
and strategies for online intervention.
More specifically, the guide is divided into three sections:
Learning units
Offers role-playing games,
cooperative games and
exercises to be carried out
with the group of students.
Monitoring and evaluation
Includes the monitoring form
“Reflecting on classroom
activities", intended for the
activity leader.
Filling in this form after each
session is useful as it allows
the group leader to redefine
the following stages of the
student workshop (if
necessary) and to monitor how
the group's dialogue develops
and how its thoughts on hate
speech evolve.
Reflecting on classroom
activities
The overall reflections form,
attached here, is for the group
participants to assess the
learning pathway as a whole.
10 Media education and hate speech - Workbook
List of work units
Thinking about social media: a taster to get us thinking about our own relationship with the media
Understanding the issue of points of view
Hate speech in the students' experience
Analysing hate speech
in media communication
What are we talking about?
My point of view
Hate: a familiar face. Analysis
of hate speech
Hate speech
in the lives of teenagers
TV advert against
hate speech. Who do you hate?
Icebreaker games
Bafa Bafa role-playing game
Italianometer
Abigail's story
Module overview
It is crucial that students become increasingly
aware of how complex inhabiting the virtual
world can be. The pleasures of talking about
themselves, demonstrating their experiences
and skills, making new friends and building up
their online diaries through shared posts are just
one side of the coin. They are also frequently
forced to face up to bullying, hate speech,
racism and offensive behaviour. Individual
responsibility is required; the process of
establishing relationship ethics must be
reinforced. The suggested pathway is 10 hours
long because we believe that it is important to
give classes time to dwell on these sensitive
subjects, leading to greater awareness and
contemplation. Through group activities and
work, using the daily experiences of the
students involved as a starting point, we will try
to understand, define and prevent hate speech.
Time required: 12/14 hours
Prior to starting, we suggest that teachers
assign the class a specific investigation into
immigration; this module will then allow you to
reflect on the language and discussions that this
issue generates.
A few questions before getting
started
What aspects of working and reflecting on
hate speech seem risky to you? One of the main difficulties encountered was
anger management: some students felt the need
to get revenge for certain comments, fighting
hatred with hatred.
The other problem lies in finding the line
between hate speech and free speech.
What challenges can we issue to the class? To become aware that the phenomenon exists
and that anyone can be the victim of hate
speech, hence why it is so important to raise
awareness among the entire population. And it
is even more important to be able to deal with
hate speech online.
After finishing the module
What were the results?
How do you evaluate tools, methodologies and strategies?
Media education and hate speech - Workbook 11
Thinking about social media: a taster to get us thinking about our own relationship with the media
Overview
Students will watch 4 videos reporting on the topic of "Young people and social networks", with a sheet provided to take notes while watching. Afterwards, they will compare their ideas and points of view.
Objectives
1. To work with the students on their wider relationship with social networks.
2. To stimulate their curiosity about the upcoming work.
3. To create the space needed for an initial relationship of trust between the media educator and the students.
4. To encourage the students to tell stories and speak out using video stimuli.
Instructions
• Introduction... The module begins with the students watching 4 videos as a group. They will be given a sheet to take notes.
• A gap of a few minutes should be left between each video to allow the students to write down their notes and thoughts.
• To finish... The educator or teacher guides the students through their first group discussion, using the notes taken as a starting point.
Time: 90 mins
Equipment
PC and video projector.
Methodologies
The unit moves from individual note-taking to group debate. It asks the students to concentrate on the videos (i.e. is initially teacher-led) to give them issues to tackle. The videos are a stimulus to help the students discuss points of view and take a position in the debate, like a film discussion group. The debate is helped along by the sheet and follows the plan provided by the sheet in order to give a voice to every different response.
Strategies to involve
the students
Stimulate their curiosity through stories that are not widely known and encourage each student to express themselves by means of their individual sheets and the debate.
Materials
Sheet (page 11) and videos:
• Sindrome depressiva da social network (Social network depressive disorder), a song by the rapper Marracash
that expresses a judgemental attitude towards a girlfriend who is addicted to social networks https://www.youtube.com/ watch?v=TkmXBw7AGFU
• Social networks at the
table, a video produced by Treehouse which presents a classic dinnertime situation with teenage kids, mobile phones, and a father who asks them to pass the salt https://www.youtube. com/watch?v=0rQkGH-lf3g
• #Rigobitch, tips for a
good profile picture
https://www.youtube.com/
watch?v=fqb7X6XX6Ew
• Is it magic? Be vigilant.
A video from Belgium that focuses on the risks of giving out personal information online https://www.youtube.com/ watch?v=9aEiKiyuen8
Prerequisites
Watching the videos.
unit 1
author: Zaffiria
12 Media education and hate speech - Workbook
Activity structure The teacher or educator distributes the sheets
to the students and asks them to take notes
after each video, creating a process of watching
and writing that is repeated four times.
In our experience, starting with the song by
Marracash always arouses a lot of curiosity: it is
still unusual for song lyrics to be discussed in
class, and this immediately shows the students
that the module will also explore the topic
through their own media culture.
About 5 minutes are left between one video and
the next so that notes can be taken.
After the 4 videos have been shown, the class is
divided into groups (or pairs, depending on the
number of students involved) and asked to
compare views, using the sheet as a starting
point: What is shared, and what isn't? What
do they agree and disagree about? Each group
chooses a spokesperson to give a summary to
the class. This allows time for both individual
study in a small group and a general overview of
the viewpoints of the class as a whole.
The content that students work on in this
module focuses on their personal relationship
with social media. A series of very different
situations is presented through videos and songs.
The themes explored are love and friendship,
family relationships, the public/private
dimension, and the narration of the self. These
are introductory themes allowing students to
begin to observe their own media habits and the
relationship between their lives and social
networks, which will then be the basis for
exploring where hate speech tends to manifest
online.
Sources
List of links:
• Sindrome depressiva da social network: https://
www.youtube.com/watch?v=TkmXBw7AGFU
• Social networks at the table:
https://www.youtube.com/watch?v=0rQkGH-
lf3g
• #Rigobitch:
https://www.youtube.com/watch?v=fqb7X6XX6
Ew
• Be vigilant: https://www.youtube.com/watch?
v=9aEiKiyuen8
Going further
In some classes, a strong sense of dependence on technology in everyday life emerged as a topic.
Some classes suggested a week without social networks as a hands-on experience of how our daily
actions are increasingly dependent on technology.
Media education and hate speech - Workbook 13
Sheet 1
Things I identify with Things I agree with
Actually, I hadn't really thought of that...
14 Media education and hate speech - Workbook
Understanding the issue of points of view
Overview
We suggest using a video produced by The Guardian in which the point of view changes twice, consequently changing how we interpret what is happening. We then suggest using certain books like Zoom in which the point of view continually changes and shifts. A clip from the animated film Inside Out is then shown and linked to the video of Gaetano, a little boy who is bullied by his classmates. At this point, the students must outline and debate the different possible points of view.
Objectives
1. To become aware that different points of view exist.
2. To try and master the arguments of a given point of view and keep them all in mind.
3. To encourage student participation.
Instructions
• Introduction... The teacher or educator shows the whole group a video from The Guardian on the subject of points of view. The video depicts an incident that is very easy to misunderstand. Depending on the point of view shown, the viewer is led to certain conclusions. It is only at the end of the video, with a smile, that we discover how easy it was to be misled and misinterpret the video. Following this video, it is easier to introduce the theme of points of view to the students, as they have just seen an example first-hand.
• The students are asked to interpret and tell the story of the video, which is paused before each change of viewpoint. Each time, there will be some students who try to guess the story, which seems to be very easy to understand if we limit ourselves to clichés and stereotypes. The second part of the video is then shown, and the students are once again invited to continue the story. Again, the students put forward their versions. Then comes the third part and the final twist: it is very unlikely that the students
will get anywhere near to correctly guessing the story told in the video. The students are invited to take note of the process that they followed to decipher and reconstruct the story with the help of the teacher/expert, who identifies the most widespread interpretations and asks the students what led them to interpret the story in a specific way (aspects of the story and prior knowledge such as stereotypes).
• To finish... Suggest the book Zoom, which is an excellent exploration of the concept of points of view. Supported by the group leader, students interpret the images as a group. Zoom is a beautifully illustrated book by Istvan Banyai. By gradually enlarging our field of vision, revealing new and surprising situations, the illustrations take us from an extreme close-up of a rooster's crest to a view of the Earth from space. The book teaches us to look at images, to imagine what might be around them, to look out for unexpected developments, and to pay attention to the perspective from which we observe. It is a poetic way to teach the students to look at things more carefully. In our case, the constant changes of perspective on every page force the students to reposition themselves with respect to the image.
At this point, a clip from the animated film Inside Out is shown. In the clip, the different emotions are arguing because they have different points of view on the situation that Riley is experiencing (see link in the "Sources" section). In the selected clip, you can clearly see how Joy and Sadness have a completely different point of view on rain: Joy is euphoric because you can use colourful umbrellas and jump in puddles; Sadness, on the other hand, thinks that the rain gives you a cold and gets your shoes wet. The clip introduces the theme of emotions, which help to shape our point of view.
The exercise on Gaetano's story is next. https://www.youtube.com/ watch?v=NwIb22Ydguk?
Gaetano is considered a "loser" by his classmates and is often teased. His friends upload photos online making cruel jokes about him. The class decides to organise a new prank: Maria, a classmate who Gaetano really likes, asks him to go on a date with her that afternoon, and he trusts her blindly. But all the class members are invited to the date, where they jump out suddenly and have yet another laugh at Gaetano's expense.
unit 2
author: Zaffiria
Media education and hate speech - Workbook 15
Stories of everyday cyberbullying 1 - The friend www.youtube.com
Gaetano has just started at a new school, but fitting in is not always easy. I could help him, but what should I do?
Students pick out (coloured) cards representing different emotions and must adopt the point of view of these emotions. Each student completes the task on their own and anonymously: they must put themselves in the shoes of a classmate and make a decision about what to do: going to the prank, not going, or doing something different.
Re-reading all the cards aloud, the class then discuss the different behaviours and strategies.
Time: 60 mins
Equipment
Internet connection, PC (computer room), video projector, sheets, pens.
Methodologies
Media analysis and group reading.
Strategies to involve
the students
Breaking up the video allows the students to actively get involved and to compare their own
mental processes and their reconstructions of the video's meaning.
Materials
The book Zoom must be available. The coloured cards should be prepared in advance.
Prerequisites
Watching all the material.
Activity structure The activity is divided into 4 parts. If you wish, you
can stop at the third part and finish watching the last
part in a subsequent session (Gaetano video).
In the first part, the subject of points of view is
introduced and students go through an experience in
which their point of view changes at least twice (or
three times) in a matter of seconds before the final
twist. Provided the educator guides the exercise
correctly and maximises its impact, this experience
sticks in students' minds and becomes a point of
reference that informs the analyses that they must
perform as part of the subsequent activities.
The second part, besides being an interesting
introduction to the world of illustrated books that
helps students to work on the concept of points of
view with different media, is also an activity in itself:
should the teacher wish to do so, he or she can stop
the unit here and ask students to work on their own
personal "zoom", moving from one perspective on a
subject or story to another and thus experiencing
first-hand the effort involved, but also the "poetry" of
the end result.
The third part addresses the role that emotions play
in shaping our points of view (and how various
emotions then stem from different points of view) by
means of a popular animated film that wrong-foots
students in this context,
where it is used as a stimulus for something else
entirely: educational work. Here too, if
necessary, the teacher can slow down the pace
of the class and dwell on the relationship
between emotions and points of view.
In our trial lessons, we immediately put this
into practice to analyse the story of Gaetano.
The students thus had a clear frame of
reference with which to interpret and react:
the filter of one (and only one) specific
emotion. Should all five emotions be used, the
analysis can be taken further by means of
exchanges between individual students.
Activity phases, methodologies and content
The main output of this educational unit is to
define and put into words the concept of
"points of view" in relation to our interpretation
of the world, of situations, and of relationships
with others. The topic is very complex and the
unit does not aim to cover every aspect. In the
context of hate speech, however, it is essential
that the students can distinguish between
different points of view. It is important that
there is room for emotion alongside rational
arguments and sources (however likely they
are), since emotions play a role in shaping not
only our idea of things but also the possible (or
probable) reactions (or lack of reaction) that
we will see later when it comes to managing
hate speech online.
In terms of methodology, we have tried to
construct situations in which students can be
part of the experiment, verbalise their feelings
and compare reactions.
16 Media education and hate speech - Workbook
The wide range of stimuli allows the students to follow
different paths to arrive at the conclusion that there are
different points of view, and that these can cause
conflict and pose profound questions. The adult is
therefore a facilitator who helps the students to use the
materials and presides over the debate to ensure that
everyone participates and that a range of content is
covered.
Sources
• The video from The Guardian tells the story of
a man running (perhaps running away?) https://
www.youtube.com/watch?v=fJd1X5a5L4E
• The book Zoom can be bought in bookstores.
Alternatively, some material can be found
using Google, but we believe that the
experience of reading the book as a group is
interesting in itself.
• The video from Inside Out:
https://www.youtube.com/
watch?v=_gagGQgml_Q
• The Gaetano video: https://www.youtube.com/
watch?v=NwIb22Ydguk?
Going further
In this unit, students can delve deeper into the
issue of points of view with these two exercises:
• Take a well-known story and rewrite it from
different points of view: it could be Little Red
Riding Hood or the Odyssey, but the
important thing is that the students try to tell
it (or write it) by adopting one of the
characters' points of view;
• What can you see out of the window?
In this activity, three students leave the
classroom. The game is then explained to the
rest of the class: one at a time, when the
three classmates who left re-enter
the class, the others ask them to describe
what they can see out of the window. These
responses are written down. The others must
pay attention to where in the classroom their
classmate stops to look out of the window,
and if he/she moves or stays in one place.
After the first classmate has finished, the
second enters, and finally the third.
At this point, the class analyses the three
different descriptions:
What did the three students see, even though
the view outside was the same for all of them?
Which details did they mention, and which did
they omit? Where did they stand to look at the
view?
Media education and hate speech - Workbook 17
Hate speech in the students' experience
Overview
The unit begins with Francesco Sole's video on hate speech, which then leads into a debate starting from some opening questions:
• What do you think of the
video?
• Has the same thing
happened to you?
• What is “inciting hatred”?
• What does “hatred” mean
to you? • Have you ever heard
someone saying something that seemed to incite hatred? Where?
The students write about their experiences and opinions on posters which are then used for a group exercise: each group reads the answers to a single question and provides a summary to the rest of the class. They are also asked to make a note of the phrases that they find most powerful; these will be used later in the final unit (producing a video).
Objectives
1. To explore how hate speech is a very topical issue.
2. Initial links between hate speech and social networks.
3. To encourage students to
get involved.
Instructions
• Introduction...
The students watch the video by YouTuber Francesco Sole. Beforehand, they are asked to write down the phrase/phrases that they find most striking. These phrases are anonymous. They are handed to the teacher or the media educator (they will be used for an activity during the next session).
• 5 posters are stuck up on the walls of the classroom with one of these questions written on each one:
- What do you think of the
video?
- Has the same thing
happened to you?
- What is “inciting hatred?”
- What does “hatred”
mean to you?
- Have you ever heard someone saying something that seemed to incite hatred? Where?
The students stand up and, with a pen, they go from poster to poster answering the questions. Once everyone has answered, the class is divided into groups (with the exception of two students) and each group is given one of the posters to read and summarise for their classmates. The two students who are not part of the groups have the job
of "drawing conclusions": they listen to all the group presentations and offer an overview of the conclusions that the class has reached.
• To finish...
The two students who are not part of the groups have the job of "drawing conclusions": they listen to all the group presentations and offer an overview of the conclusions that the class has reached.
Time: 90 mins
Equipment
PC and video projector (or interactive whiteboard), A3 sheets (or 70 x 100 posters), markers or pens.
Methodologies
In this unit, the students carry out their first analysis of the content of a video that touches on two important points: social networks and hate speech. The strategy behind choosing a YouTuber like Francesco Sole is linked to the idea of approaching hate speech by disconnecting it from the topic of immigration and presenting it as a phenomenon that can affect anyone. Cooperative learning strategies are then used to define the experiences of the class when it comes to hate speech. We believe that it is fundamental for the project to be linked to the real-life situation of each class. Concrete experiences can thus be examined from different points of view, and potential strategies and conclusions can be discussed.
Strategies to involve
the students
Above all, the unit encourages students to empathise thanks to the
unit 3
author: Zaffiria
18 Media education and hate speech - Workbook
autobiographical experience of the YouTuber who stars in the video, using this clip as a mirror to reflect on their personal experiences. Participatory activities are then suggested, allowing every student to express themselves.
Materials
The video by Francesco Sole is shown. In the
video,
he reflects on his experience of hateful comments and hate speech towards him. The video can be viewed here: https://www.youtube.com/
watch?v=vhWcqf0ui1U. Video projection equipment is therefore needed (interactive whiteboard, computer and video projector), as are A3 sheets (or Bristol boards) and markers.
Prerequisites
Watching all the videos.
Activity structure The activity is divided into 3 parts:
1) The students watch the video and write
down the phrases that affect them most
(free choice based on the issues that they
feel most sensitive about). The sheets with
these phrases are then kept by the teacher
for a subsequent activity. In this first phase,
we also reflect on YouTube, on the
possibility of creating content that may or
may not be liked, on the figure of the
"YouTuber", and on the possibility of
exchanging opinions online. An initial
connection is made between hate speech and
social networks.
2) The students answer the questions on the
posters and are given time to write on all
five.
3) The class is divided into groups (with the
exception of two students) and begins to
analyse the written responses: first in a small
group, then by sharing with the whole class.
The two students who are not part of the groups
have the job of giving an overview.
The output of this unit is an initial
acknowledgement of the places relevant to our
educational project where hate speech
manifests itself: social networks. During the
trial phase, we realised that introducing the
theme of hate speech using materials that were
connected to a presumed component of
diversity (for example skin colour) immediately
diverted the discussion towards the wider
question of migration; the specific focus on hate
speech was thus lost. It was therefore necessary
to find stimuli that would allow for an initial
analysis of hate speech in itself. Using the video
by Francesco Sole allowed many students to
make the connection with bullying and
cyberbullying, drawing their attention to all the
situations in which they had been victims and
experienced the contempt of others.
Sources
The video by Francesco Sole can be viewed here:
https://www.youtube.com/watch?v=vhWcqf0ui1U.
Going further
This unit can be further developed by widening the
analysis of hate speech to include other social
networks and virtual spaces.
We can suggest that students carry out personal
research based on their media habits and their
favourite content; they can then share this research
in class.
• Online research tools:
Google, Wikipedia
• Songs and videos
• Video games and multiplayer platforms
• Forums, blogs
• Virtual worlds
• Other social networks
What kind of content did the students find? Can we
build up a temporary mind map of it? Is encountering
hate speech on the internet easy or difficult? Simple
or complex?
A very interesting task can be carried out using the
"Ideologies of Hate" described by the site
mediasmarts.ca . This is summarised below:
Ideologies of hate
Media education and hate speech - Workbook 19
Ideologies of hate share a series of features:
1) The Other - fundamental to all
ideologies of hate is the idea of a
target group (or multiple groups)
designated as Other. It is not, however,
an actual group that exists in reality,
but a fiction created to solidify the
identity of the hate group and justify
its existence and its actions. To
achieve this, the Other must be
portrayed as being both inferior, to
establish the hate group’s superiority,
and threatening, to establish the need
to take action against them.
2) The "Glorious Past" - another
essential element of hate ideology is
the notion that the group has fallen
since its once-glorious past. Generally,
this fall is portrayed as being the fault
of either the Other or of members of
the group who were fooled or
subverted by the Other. As a result, it
is only by defeating and destroying the
Other that this glorious past can be
regained. Hate group members must be
educated about this glorious past
because its enemies have done their
best to erase this from history.
3) Victimhood - despite portraying the
Other as being inherently inferior,
claiming to be victims themselves – and
rejecting the idea of the Other as a
victim – is central to ideologies of hate.
For instance, a famous article by David
Duke, a former Grand Wizard of the
Knights of the Ku Klux Klan, claims that
Whites were the true victims of
slavery. As well as eliminating any
possible sympathy for the enemy,
victimhood is tremendously effective in
appealing to those youth who are most
vulnerable to hate messages.
4) Divine or Natural Sanction - a related
idea is that the in-group is superior due
to divine or natural sanction. Racially
motivated hate groups often use
outdated or distorted genetic or
anthropological theories to argue their
superiority, while others claim
that their special status is granted by
God. In either case, the claim serves to
deny the humanity of those considered
to be Other – and to justify the in-
group’s hatred. This idea of a special
sanction manifests itself in two ways.
First is the idea of an upcoming final
conflict, in which the group will defeat
its enemies and retake its rightful
place. For most hate groups this
remains perpetually in the realm of
myth, but some groups – and, more
often, individuals – take action in the
service of this idea. Second, the special
status of the group elevates its defeats
to the level of martyrdom. This is a
constantly recurring theme in hate
material, and another effective tool to
radicalise supporters.
It is interesting to carry out a historical analysis to
give students a historical perspective of this highly
complex subject.
The full document can be read here:
http://mediasmarts.ca/online-hate/deconstructing-
online-hate
The same site offers audio/video interviews in English
that can be used by teachers to give students the
opportunity to work on material from other research
centres.
This is a very interesting resource: http://
mediasmarts.ca/sites/mediasmarts/files/tutorials/
facing-online-hate/html5.html
However, note that this material gives answers rather
than posing questions, so we advise using it at a later
stage, not during this research phase when students
are working together to seek out their own answers.
This module is built around the idea that it is more
interesting to research this topic alongside students,
asking questions and analysing materials that can
arouse their curiosity and make them feel involved,
rather than immediately providing them with answers
that would prevent the class from discovering them
together. The methodologies chosen for the
individual activities aim to let students "live the
problem", to link it to their own real experiences, and
to encourage them to reason and actively respond.
This is why there are no right or wrong answers, only
practical ideas to initiate research that we trust will
interest your students.
20 Media education and hate speech - Workbook
Analysing hate speech in media
communication
Overview
In this unit, we aim to track hate speech on the web using videos and Facebook messages. The emoticons used by the University of Florence as part of a research project on online hate speech are presented to the students, who are asked to catalogue them. A specific case study has been chosen but, as mentioned before, the most important thing is for the material to be topical. In this case, the debate caused by the creation and publication of a specific poster (more than 100,000 comments) made it possible to track many points of view and to work on some questions that remain topical today (for example, discussions on presumed diversity). The analysis of the debate was the tool used to collect data and information.
Objectives
1. To recognise hate
speech.
2. To tackle the issue of "what to do?".
3. To encourage the students to participate.
Instructions
• Introduction... This module starts with a video produced by the Lithuanian Centre for Human Rights. In a waiting room, we see a succession of people invited to a casting call for an advert. In the same room, waiting, we see a black man asking others to help him translate some posts published on his Facebook page. The video is paused frequently to allow students to understand the content and the situation and also to express the emotions they are feeling. Speaking up amid the silence of emotions allowed the classes that trialled the module to watch the video with a strong sense of
involvement. At the end of the video, a single question is asked: what would you have done? In pairs, the students discuss this question and write their answers on a sticky note. They then stick the notes onto the sheets of paper hanging on the walls, reading them aloud as they do so. 4 students will attempt to summarise the reactions of their classmates, giving the class a "map" of the various behaviours described.
Following this, the emoticons used by the University of Florence for a national research project on online hate speech are presented to the class (available at http://www.bricks- project.eu/wp/wp-content/uploads/2016/03/
relazione_bricks_bassa.pdf):
1) Do-gooding
2) Angry 3) Aggressive 4) Resigned
Students are asked to give a definition of these 4 macro-categories:
1) According to them, what are do-gooding comments and what do they look like?
2) What are the differences between angry comments and aggressive comments?
3) What are resigned comments like?
In a group, using the brainstorming method, the aim is to flesh out these definitions, always using the students' experiences and thoughts as a starting point.
• The main activity... At this point, the students are shown the poster that was the subject of our case study. It was published on Facebook, where it attracted more than 100,000 comments. 4 posters representing the 4 emoticons are stuck up on the walls. The students are given a selection of published comments and asked to subdivide them by sticking them on the various posters according to the categories suggested by the emoticons (they can also suggest their own –
- in some cases, the students suggested new emoticons while working on the definitions). After dividing them among the various posters, these are taken down from the walls. 4 groups are formed, and each group is given a poster. The assignment is to find the 5 words that are repeated most frequently. In this way, the students must reflect on the things written by others online. They must adopt the attitude of a researcher working on sources,
unit 4
author: Zaffiria
Media education and hate speech - Workbook 21
cataloguing material and offering an overview. All the posters/emoticons are then discussed as a group in order to share the final conclusions resulting from a specific case study. The students also analyse the words that they believe were used most often: what are the words? What do they mean?
• To finish... Ask the class to rewrite a comment that they believe contributes to hate speech, modifying it in terms of the language used. The task is for the students to maintain the same point of view (for example, the view of someone opposed to migration) while also rewriting his or her arguments in order to avoid hate speech. This activity
is carried out collectively, with the teacher supporting the linguistic analysis. The goal is to make the class aware that a wide spectrum of points of view is acceptable, regardless of their personal opinions, but also that it is possible to express these views without inciting hatred.
Time: 120 mins
Equipment
PC, video projector, A3
sheets or Bristol boards, markers, printed comments to hand out, printed emoticons for the posters.
Methodologies
The methodologies used concentrate on analysing media content at a linguistic level to ensure that the students remain focused on the discourse, paying attention to the words used and the construction of the arguments (or lack thereof). In this case, the debate is not based around what they think: instead, what they think is called into question by the act of cataloguing the thoughts of others. The analysis is based on a cooperative approach and aims
to make the students feel that they are playing a crucial role, as if they were researchers who needed to catalogue and order their material. Asking them to pick out the most-used words allows them to immediately focus on the words that are most easily used to incite hatred.
Strategies to involve
the students
Stimulate their desire to research a topic together, use participatory activities and encourage them to interact with social networks in a less superficial way.
Activity structure The activity is complex and is divided into five
phases. It can also be carried out across more than
one session. The phases are:
1) Presentation of the Lithuanian video "Experiment
- Translation" and first activity with sticky notes,
which gets students thinking about real-life
behaviour. What do I do when I encounter hate
speech online? The story presented in the video
asks a question: what would you have done?
2) Presentation of the working tool for the analysis
of hate speech: the emoticons used by the
University of Florence to catalogue hate speech
messages are shown, and students are asked to
define the meaning of the emoticons and then to
use them to categorise the comments handed out
to them.
3) The case study on which the class will work
together is presented: a poster published on
Facebook that was the subject of much debate.
Students are given a selection of the 100,000
comments published online (about thirty, to
ensure they see
a wide range of responses), and they are asked to
divide them according to the criteria represented
and defined by the emoticons. This task allows
students to think about how to classify these
individual comments – what framework and rules
should they put in place to decide which poster to
stick each one to?
4) Once the comments have been categorised and
the posters filled up, the class is divided into 4
groups, with each one working on a different
poster. The class carries out a quantitative
analysis that leads in turn to some qualitative
considerations: which words are used most
frequently? The list of the 5 most-used words in
the 4 emoticon columns allows the teacher to
guide the class in thinking about language,
reasoning and conversational strategies.
5) The last activity is to choose a comment as a
group and analyse it in depth: which words and
arguments are put forward to support the
viewpoint expressed; if necessary, how could the
comment be rewritten to avoiding inciting hatred?
The goal of this unit is to learn to recognise hate
comments, even if this is limited to
22 Media education and hate speech - Workbook
Who are the commenters?
DO-GOODING ANGRY
/ CONFRONTATIONAL
AGGRESSIVE
RESIGNED
24 Media education and hate speech - Workbook
working on a single case study. In order for
students to develop a more well-rounded ability
to recognise hate speech online, the activity
could also be carried out with other situations
and different media content. In this unit, the
question of "what to do" also arises; here too,
reinforcement activities
are needed. Other ideas are suggested in the
"Going further" section.
Sources
Lithuanian video "Experiment - Translation":
https://www.youtube.com/watch?v=qNX1256eVw8.
Going further
• To further showcase the work done by the students
with the comments published on Facebook, a
maths or technology teacher can be called on to
translate the information into infographics.
Reporting the results of a research project using
graphs is also a way to summarise the most salient
information and communicate with the wider
world: they can be shared by the students
themselves on social media, they can be used by
other classes, etc.
• Another activity that can reinforce the students'
learning pathway relates to freedom of expression:
reading the comments posted under the poster
opens up a debate on the fine line between hate
speech and freedom of expression.
What limits on freedom of expression do the
students feel are "fair", "necessary" and
"appropriate"? We suggest a selection of articles
that focus on Facebook.
Using these practical case studies, the class can
have a more general debate on the limits between
online hate speech and freedom of expression. How
do you "regulate" this freedom? Based on the
students’ experience and knowledge, what are the
practical possibilities when tackling hate speech
encountered online?
Articles:
Hate speech: we reported 100 comments that incite
hatred to Facebook, and 91 are still online
http://www.cartadiroma.org/editoriale/hate-speech
Messages of hate not allowed: the VoxNews
Facebook page is closed down
http://www.cartadiroma.org/news/cronache-ordi-
nario-razzismo-chiusa-la-pagina-facebook-voxnews
#nohatespeech. Facebook: unrestricted thinking for
an unrestricted business?
http://www.cartadiroma.org/news/discorsi-dodio-e-
business-virale
Facebook hides a hate page
http://www.quotidiano.net/minacce-su-facebook-
musulmani-ditalia-1.2038281
• A further activity is linked to the theme of "what to
do", referring back to the video "Experiment -
Translation". This theme is developed by the Media
Smarts Centre (Canada's Centre for Digital and
Media Literacy - http://mediasmarts.ca), which
offers a Hate 2.0 Quiz that could be a source of
inspiration for the teacher or educator. In the form
of multiple-choice quiz questions, students find
themselves faced with potential situations that
might be encountered online, and they must choose
the best reaction. Each multiple choice can lead to
different considerations, and the students must
therefore open their minds to new possibilities with
respect to "how to react" and "useful responses".
The PDF of the lesson can be downloaded here:
http://mediasmarts.ca/sites/mediasmarts/files/pdfs/
lesson-plan/Lesson_Hate2.pdf
Media education and hate speech - Workbook 25
What are we talking about?
RaiTre Presadiretta, "Aiutiamoli a casa loro (Let's help them at home)" from Monday 29
th
January 2018, or archive material that further explores Italian migration to Switzerland,
cooperative learning to ensure all students contribute and provide a definition of hate speech that encompasses the complexity of the phenomenon as well as
Overview
The students watch a documentary or material that can help them understand Italy's migration phenomenon. "Coffee break" – participatory activity in which the students create a shared definition of hate speech.
Objectives
1. To build a shared definition.
2. "It could happen to me" – to understand that hate speech concerns everyone.
Instructions
• Introduction... The module begins with the whole class watching a video on hate speech according to the definition of a specific group of people (e.g. a documentary shown on
Belgium or the USA, etc.). There is a short debate that focuses the students' initial thoughts:
- What do you think of the video?
- Did you ever think that Italians might have also faced such difficult migratory routes?
The class continues to reflect in groups with the participatory "coffee break" activity: divided into small groups of 4-5 people, each person draws a cup full of words that they believe define hate speech; a shared word is written on the middle tray. The phrases written down during the Francesco Sole video are handed back to the groups. Using the words on the trays, the whole class constructs a sentence to define hate speech.
• To finish... The educator or teacher helps the students to construct a definition of hate speech that can be used by the class (and broadened, modified or corrected) for the entire rest of the activity.
Time: 90 mins
Equipment
PC and video projector.
Methodologies
Analysis of media content, identification and consideration of stereotypes, and cooperative learning.
Strategies to involve
the students
Generate empathy among the students using the video, putting them in a situation where it is Italians who are described solely by means of negative stereotypes;
how it relates to the lives of teenagers.
Materials
Videos, sheets of paper and colours.
Prerequisites
Watching the video, being familiar with the "coffee break" activity - see the specific COSPE sheet.
unit 5
author: Zaffiria
26 Media education and hate speech - Workbook
Activity structure The activity is divided into 2 phases. In the initial phase, the students watch a video
documentary together to reflect on how
stereotypes and hate speech can affect
everyone. A brief debate is suggested after
watching the documentary (or other material
deemed suitable for the same purpose):
• What do you think of the video you have just
seen?
• Did you ever think that Italians might have
also faced such difficult migratory routes?
Impressions, opinions and emotions are put
forward and written on the board.
The second phase of this module's activity aims
to provide a definition of hate speech through a
participatory activity called a "coffee break".
The class is divided into small groups of 4
people sitting around the same table;
each group is given a sheet of paper and
colours. The students are invited to draw their
own coffee break with cups around the side and
a dish in the middle. The phrases written down
during the Francesco Sole video are handed back
to the groups. An initial, individual definition is
written by each student, then the most-used
words (i.e. the shared words) are added to the
central tray. Finally, each group establishes its
own definition of hate speech, which is then
shared with the rest of the class. The educator
or teacher helps the students to construct a
definition of hate speech that brings together
the versions of each different group. This
definition remains available to the class, for
example on a large piece of paper, so that they
can broaden, modify or correct it as necessary
over the course of the entire activity based on
their subsequent experiences.
Source One possible example is the documentary aired
by Presadiretta on 29th January 2018, "Aiutiamoli
a casa loro" Link: http://www.raiplay.it/vi-
deo/2018/01/PresaDiretta---Aiutiamoli-a-casa-lo-
ro-9292e166-6cfb-4ae5-94dc-8ef909e176a0.html
Going further
Before the second part of the activity (which aims to
generate a definition of "hate speech"), it might be
interesting to offer the students a second media
experience that aims to show them first-hand just
how easily anyone can become a victim of hate
speech.
In this case, the educational material available here
may be of interest: https://docs.google.com/documen-
t/d/1i2UOiDNU6Xuv3st3tzHrfFW_9LHR0IgVtFi-
QzXBQB-8/edit This educational material was presented at two
European conferences in Barcelona and Dublin by the
project "Game Over Hate" to help teachers tackle
the topic of video games with students.
presenting the material
“A look at what is currently the most
profitable branch of the entertainment
industry (video games), the massive online
communities around them, and how all this has
created a world of hate speech and trolling and
a culture of violence. Some stereotypes about
games and players will be unmasked to
understand how this situation has become an
in-built, widespread phenomenon. We will
discuss how players interact online, what
types of video games they play, and what
happens when so many people cooperate and
compete online.
Game Over Hate examines the extent to which
players cooperate. Who moderates this
community? Who ensures that insults and
discrimination do not become rampant in these
environments? And what happens when this
does occur? Video game communities can be
extremely hostile and aggressive, especially
towards women, minorities and new players.
How can such a deeply rooted culture be
rebuilt? Is change still possible? Do people
want it? And who has the responsibility and the
tools to guide the community towards this
change? Can one person make a difference?
Can these communities become more friendly
and inclusive without giving up what made
them so popular to start with? By the same
token, are there gaming spaces that are
different from the rest of these online
communities?”
The blog can be found here: http://gameoverhate.
tumblr.com. It features several videos that can help
students gain awareness and also share their personal
experiences.
Media education and hate speech - Workbook 27
My point of view
Overview
We return to the video by Francesco Sole, the video of the nohatespeech campaign and the one from the United States Congress, and we show a German news clip and some newspaper articles: the students, in groups, use their phones to select the items that they find most affecting and record clips. To carry out this activity, they are given a grid that clarifies their objectives and what kind of report they need to put together. They then assemble the clips and present them to the class.
Objectives
1. To recognise hate speech.
2. To consciously express their own points of view.
3. To encourage student participation.
Instructions
• Introduction... A German news report is shown, along with some newspaper articles that each group will then have available.
• The students are split into groups and asked to choose the clips from the entire workshop that they find the most interesting in order to explain hate speech and express their own point of view. They will have to write down the timings of the videos that they find most interesting and create a running order that alternates the videos and their opinions, also using the articles as inspiration. The students will carry out this activity in a computer room and will also be able to use their mobile phones to record the situations shown in the videos, allowing them to put together a presentation on the phenomenon of hate speech to show to the rest of the school.
• To finish... Each group is asked to present its work. The final activity for the students to carry out at this point is inspired by the question: "but what can I do?". The students use sticky notes, and as they gradually write down the answers, they build up a map of the possible responses on the board. The aim is for them to experience first-hand the need to keep attention focused on the phenomenon. A fortnight later, it would be interesting if the class went back over the topic to capture the opinions, reflections and feelings of the students with more depth and introspection.
Time: 180 mins
Equipment
PC (computer room), video projector, sticky notes, markers, tablets or mobile phones, editing software.
Methodologies
Analysis of media content, identification and consideration of stereotypes, and cooperative learning.
Strategies to involve
the students
Stimulate their desire to research a topic together, using participatory activities and interacting with topical information by reworking it.
Materials
The videos used throughout the course. Among the materials to be provided to students, those suggested for the "Going further" activities can also be used.
Prerequisites
This activity should be carried out last by the students: they need to have the benefit of the whole educational course behind them to tackle it.
28 Media education and hate speech - Workbook
Activity structure This module begins by presenting the objectives
of the activity for the students: to express their
point of view on hate speech and to briefly
summarise the phenomenon of hate speech
through a video. The class considers the issue of
telling a story and reporting.
A sheet (attached below) is given to each group,
providing them with starting questions and
helping them to define the objectives of their
message. At this stage, it is important that the
students are capable of metareflection: it is not
simply a question of picking out the aspects that
struck them most from the succession of media
clips; they also need to construct a report that
helps others to reflect.
The sheet is projected so that everyone can see
it, and each group is given a hard copy so that
they can take notes and write down their
thoughts with respect to their decisions and the
type of report they want to create.
Following this, some new materials are
presented: a German news report and some
newspaper articles that each group will then
have available. Here too, it is important to
provide students with topical articles that can
help them to reflect and give them material
which they can use to express a point of view.
The students, divided into groups, choose the
clips from the entire workshop that they find
the most interesting in order to explain hate
speech and express their own point of view.
They have to write down the timings of the
videos that they find most interesting and
create a running order that alternates the
videos and their opinions, also using the articles
as inspiration. The students will carry out this
activity in a computer room and will also be
able to use their mobile phones to record the
situations shown in the videos, allowing them to
put together a presentation on the phenomenon
of hate speech to show to the rest of the school.
Each group is asked to present its work. The
final activity that ends this unit is inspired by
the question: "what can I do?". The students use
sticky notes, and as they gradually write down
the answers, they build up a map of the possible
responses on the board. The aim is for them to
experience first-hand the need to keep
attention focused on the phenomenon.
A fortnight later, it would be interesting if the
class went back over the topic to capture the
opinions, reflections and feelings of the students
with more depth and introspection.
Sources
German news programme:
https://www.youtube.com/
watch?v=4naZkxM4U1c
Going further
The sheet that the teacher can use and customise to work with the students.
Media education and hate speech - Workbook 29
Sheet 2 Constructing the report
Who is telling the story? (clarify the point of view)
Introduce yourself (you decide when to do this: at the beginning, at the end, or by slowly
revealing yourself)
and clarify your point of view to the viewer
What are we talking about?
Convince your viewer that this topic
is relevant and important to you
What is "universal", in your opinion, about hate speech?
Why do human beings "hate"?
Narrative purpose of the report
Do you want to
raise awareness among your viewers?
Do you want to
encourage positive action? What action
or actions?
30 Media education and hate speech - Workbook
Hate: a familiar face. Analysis of hate speech
Overview
This learning unit provides the youngsters with some jumping-off points to begin thinking about hate speech and theorising as to why someone would hate others, particularly those perceived as different.
• The group is introduced to the theme of the workshop and to the methodologies that will be used.
• The educator makes it clear to the students that each one must play a role in the group in every part of the class: presenting case studies, analysing, reporting the discussions, etc.
• The activity is carried out using the "Coffee break" game, and a shared definition of the term "hate" is established.
Objective
To identify and analyse situations that encourage or cause hate speech.
Instructions
• Reflect on what hate is in the eyes of the students.
• Support them in identifying an initial nucleus of terms that can be used to talk about hate speech with full knowledge of the facts and to establish the topics closely linked to hate speech (causes and effects) thanks to the participation of each class member.
Equipment
Video projector or interactive whiteboard, laptop, board or flip chart.
Methodologies
This unit refers to non-violent communication methods and to Freire's "Pedagogy of Hope".
Strategies to involve
the students
An effective way of involving students in the activity is to stimulate their imagination and creativity. In addition to maximising each student's creative potential, reflecting on the issue in small groups by creating the posters with the cups also encourages the students to express and debate different viewpoints thanks to their curiosity and interest in the images and the words contained within them. Furthermore, lyrics by contemporary artists can also be used to introduce the topic of hate speech.
Materials
Chairs, tables, coloured markers, sheets of paper, white posters, sticky notes, masking tape.
Prerequisites
If desired, the class can use this learning unit as their first session, so there are no particular prerequisites. However, the group must be interested in taking part in the course and interested in the topic at hand.
unit 7
author: COSPE
Media education and hate speech - Workbook 31
Activity structure • First round of opinions on the concept of hate
speech, an expression that can also be called
"incitement to hatred", which is defined based on
the following elements: the content and tone of
the speech, the addressees, the nature of the
speech, and its possible consequences or
implications. Our aim is for the students, by
reflecting on the causes and consequences of hate
speech, to provide a shared definition based on
their experiences and their points of view. To
stimulate this process, the class can listen to songs
or read poems that focus attention on the meaning
of the term "hate" and subsequently reflect on this
topic.
This activity introduces and drives the session's
main component, dedicated to defining hate
speech.
• "Coffee break": divided into groups of 5-6 people,
the students pretend to be at a cafe, sitting at
tables with a "tablecloth" (a large sheet of brown or
white paper) on which each student draws his or
her own cup. Inside this cup, each student writes
her or her own definition of hate in max. 2-3 words,
answering the question "what words do you
associate with the concept of hate speech?". The
students at each table then identify a key word
that the whole group agrees on. They write this in
the "dessert tray" that they have drawn in the
middle of the tablecloth. These "place mats" are
then hung on the wall, and one student per group
reads the terms that the group wrote down (both
the individual words and the shared term), briefly
describing how the group's discussion proceeded.
The other students can ask questions about each
poster.
• As a class, the students reflect on the terms that
they chose and form a collective definition of hate
speech.
• They are asked to prepare emoticons and draw
them on sticky notes. This allows them to express
their feelings in relation to the words written on
the posters using pictures and to show which ones
affect them the most. The students move around
the class and stick the emoticons on the posters (as
many as they want).
• When they return to their seats, they find that one
chair is missing. The teacher has taken this
away while the students were busy sticking up the
emoticons and moving around the room. The
student left standing answers the question "What
did you find out about hatred today?".
Sources
In the introduction, poems such as “S’i fosse foco" by
Cecco Angiolieri can be used to talk to the class
about the concept of hate, as well as songs by
contemporary rappers like "Il senso dell’odio" by
Salmo or "Figli dell’odio" by Luche L1, depending
on what the students are most interested in.
S’i fosse foco by Cecco Angiolieri
S'i fosse fuoco, arderei 'l mondo;
s'i fosse vento, lo tempestarei;
s'i fosse acqua, i' l'annegherei;
s'i fosse Dio, mandereil' en profondo;
s'i fosse papa, allor serei giocondo,
ché tutti cristiani imbrigarei;
s'i fosse 'mperator, ben lo farei;
a tutti tagliarei lo capo a tondo.
S'i fosse morte, andarei a mi' padre;
s'i fosse vita, non starei con lui;
similemente faria da mi' madre.
Si fosse Cecco com'i' sono e fui,
torrei le donne giovani e leggiadre:
le zoppe e vecchie lasserei altrui.
Figli dell’odio
Lyrics Luche L1
Feat. Fuossera and Corrado (https://www.youtube.com/watch?v=Vn1izplknI4) Sir Fernandez:
Io punto al sole, voglio il suo bagliore
Dove la figlia dell'abbandono è la madre
dell'odio
Lo cerchi più forte, ovvio
La strada nella mente, ovvio
Lotti per il tuo cuore stolto
Occhi negli occhi è troppo scuro, non
leggo il suo volto
Non faccio il duro in un mondo sconvolto
E ancora credere che odiare è vincere
Amare è fingere, giurare è perdere
La prima regola è non chiedere, stringere
il vuoto
Perfarloamicoper poco, sciogliere unnodo
Per poi sognare il suo corpo e
Dentro un fuoco spegne il tuo odio
unit 7
author: COSPE
32 Media education and hate speech - Workbook
Se mi accontento, io non godo
D'estate al muro appaga lo sfogo
Voglio la soluzione non un modo
Parlare all'aria, sentire il suo fiato
Guardarla in faccia, sfiorare il suo fianco
Sfiorare la fortuna e non esiste un illusione
Quello è il momento, in cui il talento
incontra ancora un'occasione
Pepp J One:
Tutti pensiamo che la vita è solo una
E spesso sembra che la campi per metà
Incrampi, inciampi, nel tuo modo di
vedere, avvampi
Perchè niente ti sta bene, il tuo giudizio
Ti fa giudicare un Giuda dagli altri
Perchè vivi sentimenti contrastanti
Immagina unragazzo cresciutonell'amore
Che ha conosciuto l'odio appena ha
messo piede fuori dal portone
E scegli già il tuo atteggiamento a muso
duro, accigliato
Basti tu anche più di un reggimento,
soldato
Acasanondici niente matisentiosservato
Sei una bomba C4 e non sei ancora
scoppiato
Spoletta e percussione, spoletta e per-
cussione
Una goccia di sudore ma sei ancora
detonato
Avverso non conosci i tuoi avversari
Versi sangue in un bicchiere
Illuminato da da un padre degenerato
Corrado:
Non puoi fermare ciò che già è iniziato
Faremo il mondo a pezzi facendo finta
di salvarlo
Figli dell'odio persi con te
Figli dell'odio schiavi di te
O' Iank:
Ho scelto una vita da creativo essendo
impulsivo
Per sfogare la pazzia e il modo di agire
istintivo
Disegnando la realtà con l'alfabeto dove
Il giallo dei lampioni mi rende strano e
irrequieto
Uno scenario di palazzoni, stazione e
strade abbandonate
Cerco di curarmi l'anima e spaccare
barricate
Oh Dio, dimmi solo perchè non sono
figlio tuo
Ma figlio dell'odio!
Siamo in cattività, abituati dalla nascita
A una crescita con l'inferiorità
Chi versa lacrime risulta un debole
Mentre il mondo si perde in una continua
iperbole
Non ha prezzo tutto questo e lo pago
a caro prezzo
Chiusi in una gabbia con la scabbia
Illuminati dalla luce di un'alba
Una rivalsa, la mia anima è salva
Anche se piove resta il fiuto e non perdo
la via di casa
Luchè:
Solo chi ama davvero può odiare davvero
Il mio sentimento è fatale, un overdose
di ero
Meglio odiato che ignorato ma pur
sempre sincero
Gesù è freddo, ci ha congelati nell'inferno
Che il Signore perdoni la fame di giustizia
Cosa fai qui? Sono venuto in cerca di
una vita
Vedo vendetta nei tuoi occhi chiusi, neri
e stanchi
Stringiamoci aspettando angeli, pronti
a salvarci
Abbraccio il traditore e fingo che sia
come prima
Leggi il messaggio nei miei baci come
i Perugina
Ti tremano le braccia mentre brindiamo
insieme
Lo sento che ti piange il cuore e pisci
lacrime!
Non mi sorprende se è il tuo amico a
dirmi dove sei
Se si fosse veri fino in fondonon mi sentirei
Solo, sposo l'odio, il mio amore terreno
Combatto questa guerra in nome dei
figli che avremo
Corrado:
Non puoi fermare ciò che già è iniziato
Faremo il mondo a pezzi facendo finta
di salvarlo
Figli dell'odio persi con te
Figli dell'odio schiavi di te
Il senso dell’Odio. Salmo
(https://www.youtube.com/watch?v=ZNTcHTx-
StyY&feature=youtu.be)
Mi capita di stare anche peggio, - ma di
Media education and hate speech - Workbook 33
che parli? -
parlo da solo dovrei preoccuparmi,
ho paura di svegliarmi domani, cosciente,
sapere che non c'è il seguente,
forse,
sapessi quante ne ho fatte di corse,
e tutti questi anni di "avrei dovuto",
"potevo",
"dovevo", "volevo", "se fosse",
osemagari avessiavutounafaccianormale
senza problemi per socializzare,
per come vivo è un fatto istintivo
scrivo versi per i presi male ,
amo il senso dell'odio, corroso
come chi sa che non sarà mai famoso,
-ma per famoso tu che cosa intendi-?
in Italia è inteso per quanto ti vendi. Il
principio di chi suona
è stare in parallelo alla linea di ciò che
funziona,
potremo essere diversi,
a me basta vedervi sotto il palco a cantare
i miei versi,
ho l'acqua alla gola,
a scuola dormivo fino all'ultima ora,
non ho mai aperto gli occhi da allora,
sognavo di fare l'universitario dopo il
diploma,
forse,
sapessi quante ne ho fatte di corse,
e se l'odio fosse una marca farei sicura-
mente l'endorser
vedrei il mio nome sopra le borse,
odio chi prende tutto sul serio,
troppo sul serio, troppo sul serio,
e ti guardano strano,
solo perché riesco a cambiarti la traccia
a lo stereo...
... il principio di chi suona è stare in
parallelo alla linea di ciò che funziona
potremo essere diversi, a me basta ve-
dervi sotto il palco a cantare i miei versi
Non ci resta che l'odio quando tutto
finisce
mi troverai ancora qui, dove il senso lo
percepisce.
Non ti resta che l'odio, lui detta e io scrivo.
Fin che senti il senso dell'odio potrai
dire di essere vivo!
non ci resta che l'odio...
vorrei tornare indietro come John Ti-
tor... chi?
mz', forse non l'hai mai sentito!
comunque, dicevo, vorrei tornare in
dietro nel tempo e lasciare tutto com'era
perdermi di esempio sentirmi empio e
rivivere tutto alla stessa maniera,
tutto ciò che fai ha il suo valore
i ricordi sono come la mafia,
pentirsi è un disonore,
ho il cuore più freddo dell'Asia.
Non prendo mai sonno prima delle tre, e
non mi sveglio mai prima delle tre
lavoro al bar, e come tutti, come tutti
sogno di fare la rock star,
odio la mia città come la metà di chi
riesce a sentirlo
l'altra metà condividono il senso ma non
trovano un modo per dirlo
per chi non lo capisce mi troverai dove il
senso lo percepisce.
Going further
This learning unit focuses on the concept of
hate speech and will undoubtedly reveal the
complexity of the topic.
In subsequent sessions, the poster with the
shared definition of hate speech can be reused
and potentially
added to/modified: this allows the students to
re-examine the contents of this learning unit
and opens up the possibility of a shift in opinion.
Another possibility for further development is an
analysis of one or more of the key words
identified in the session.
34 Media education and hate speech - Workbook
Hate speech in the lives of teenagers
Overview
The themes underpinning this learning unit are:
• The direct experiences of young people with regard to hate speech
• What can be done to counter it
The activity gives the students a chance to tell the story (anonymously) of a time when they heard hate speech or experienced it first-hand, to reflect on how they acted, and to assess other potential solutions when faced with a similar critical situation. Given the sensitive nature of the information that may emerge, it is crucial to remind the class that everything that takes place in the room should not be judged, that they cannot laugh at or mock others, that they should not make others feel like they are being watched, and that everyone has the right to change their mind and encourage a different reflection, realisation or opinion.
Objectives
1. To reflect on the consequences of hate speech.
2. To increase awareness of the connection between the real and virtual worlds: what is said online has significant repercussions on real life and vice versa.
Instructions
• Let the students think of a real-life situation involving hate speech and how they reacted. They should write this down on a card.
• Starting with these observations, the group leader's job is to facilitate the subsequent discussion, placing particular emphasis on the fact that there are various ways of countering hate speech, some more effective than others.
Equipment None required
Methodologies
"Cooperative learning". With this teaching method, the students work together to achieve common goals. The participants are the driving force behind the activity. They can talk about their experiences and share them with the group: this allows them to further their capacity for reasoning and critical thinking, establish meaningful relationships and develop greater respect for the Other.
Strategies to involve
the students
The activity itself is very engaging for the students, who are eager to get involved
and tell the group about their experiences. However, some may not feel comfortable doing so, especially if there are sensitive situations in the classroom in terms of relationships between classmates, so it is essential to clarify that the activity will be carried out anonymously and that no one is under any obligation to reveal a personal experience.
Materials
Sheets of three different colours, posters, pens/markers.
Prerequisites
It is essential that the work is carried out in a sufficiently protective and non-judgemental atmosphere, within a close-knit group in which the students know how to listen to and respect the opinions of others.
Media education and hate speech - Workbook 35
Activity structure The activity starts with the question: "Have you
ever encountered hate speech online?".
The group leader invites each participant to
write on three different coloured cards
(anonymously):
• A situation that they heard about or were
involved in;
• How they reacted;
• How they would react now.
The sheets are folded up and placed into a box.
The group leader sticks them onto three boards:
the first shows all the situations noted by the
students, the second how they reacted, and the
third what they would do now.
Each student creates a sticky note with a "like"
and moves between the posters, sticking this
note on the situation that they find most eye-
catching as they relate to it most (first poster).
After observing the three posters and the
students' preferences, the class reflects on the
results. The group leader supports this dialogue,
pointing out any
reactions that are more effective than others in
order to raise awareness among the students of
how to actively combat hate speech. It should
be noted that there are many possible solutions
as opposed to just one: the young people who
trialled this activity thought that it was very
important to inform themselves by consulting
official sources, to know the laws, to be aware
that they could contact the police responsible
for cybercrime, to share their experience with a
group of friends, to confide in an adult, and to
create a blog where they could express their
thoughts. Some focused their attention on
supporting the victim, while others claimed that
they were not equipped to do so as they were
too sensitive and afraid.
Finally, reading all the stories is very important
as it allows the group to share common
experiences that are hard to deal with and helps
focus attention on the connection between the
real and virtual worlds: in most of the stories,
the interactions that took place online had
serious repercussions for people's real lives.
Sources
To carry out this activity, the students draw
directly from their personal experience or from
articles or videos that they have read or seen in
the media.
unit 8
author: COSPE
Going further
This learning unit is useful for understanding and recognising hate speech in daily life. It acts as a
stimulus and lays the foundations to help construct activities aimed at combatting this
phenomenon.
36 Media education and hate speech - Workbook
Video advert against hate speech.
Who do you hate?
Overview
Young people increasingly find themselves faced with questions linked to hate speech. They frequently find it very difficult to tackle these issues, and this makes them feel uncomfortable, isolated, alone, sad and scared. This learning unit responds to the need to find effective strategies to mitigate or resolve these critical issues, increasing awareness of hate speech among the students and allowing them to drive change by creating a video advert to inform others. The assignment can take various forms depending on the students' experiences: episodes of bullying/cyberbullying, homophobia, social exclusion, offensive comments due to physical features seen as undesirable by society (obesity, disability, etc.).
Objectives
1. To raise awareness among a wider audience by creating a video advert.
2. To reflect on who you hate.
Instructions
• The activity is introduced by thinking, as a class, about how we can get involved in the fight against hate speech.
• In groups, the students then create the video advert to raise awareness.
• The class then watches the videos and reflects on them.
Time: 4 hours (can be divided into two sessions).
Equipment
Smartphone for filming, video projector or interactive whiteboard, laptop, camera or video camera for filming.
Methodologies
This activity allows the young people to express themselves with complete freedom through their preferred means of communication. The educator will need to work out which tool is best suited to the group's personality and use it: some groups prefer to illustrate the story with cartoons, others are more focused on telling a story using music and words, and others may feel more at home dramatising the story. In this case, we recommend using the methodology of the Theatre of the Oppressed: it includes different techniques,
created by the Brazilian director Augusto Boal, with the aim of activating processes of personal, social and political change among all those who find themselves oppressed. The Theatre of the Oppressed calls for critical thinking and dialogue, encouraging the analysis of specific situations and action. The "game exercises" that we recommend suggesting to the group encourage an initial approach to using the body instead of verbal language. They invite the participants to work in groups, challenging themselves based on the concept of "the done thing". They also encourage cooperation and introduce students to Image Theatre: a set of activities based on the non-verbal language of the body.
Strategies to involve
the students
Students are more likely to get involved if they are given a free choice of
Media education and hate speech - Workbook 37
the tool that they use to create their adverts: this helps them to feel understood and valued. Furthermore, working in small groups encourages everyone
to participate. Materials
Chairs, small tables, badges, coloured markers, sheets of paper, white posters, sticky notes, masking tape, recycled materials to create sets, etc.
Prerequisites
Before carrying out this learning unit, we recommend taking the students through some introductory sessions that explore the topic of hate speech.
The group will thus be informed and aware, ready to take action and produce an advert to raise awareness among others. Furthermore, it is essential that the participants trust and respect each other, especially if they choose to dramatise their story.
Activity structure The students, divided into groups, write a
screenplay in order to dramatise their story (a
situation they have heard about or experienced
first-hand), following the "problem-journey-
solution" framework.
Each group creates its own advert using its
preferred method: illustrations with cartoons,
stories told through music and words,
dramatisation, etc. The students film clips using
smartphones and video cameras. The class
reunites to watch all the adverts on the
interactive whiteboard.
The participants then reflect on and discuss
their perceptions, how they made their advert,
how they felt, where they would like to
distribute their work (e.g. social networks, the
school website, etc.).
Sources
For more about the Theatre of the Oppressed:
Augusto Boal, Il teatro degli oppressi (The Theatre of
the Oppressed), Ed. Feltrinelli, Milan
Augusto Boal, L’arcobaleno del desiderio (The
Rainbow of Desire), Ed. La Meridiana, Molfetta-Bari
Augusto Boal, Il poliziotto e la maschera (The
Policeman and the Mask), Ed. La Meridiana,
Molfetta-Bari
unit 9
Going further
To continue the exercise, the students could choose where to broadcast their advert or show it to
other classes, using it as the starting point for a public discussion. Generally speaking, it is
important that these media items become a new source of public debate.
38 Media education and hate speech - Workbook
Icebreaker games
Overview
To develop each pathway, it is important to establish a good relationship with the participants. This learning unit provides some examples (A, B and C) of how to handle the first session with the class: this is very useful, because these playful and non-judgemental activities allow the students to interact very differently to how they normally would at school. This reinforces the sense of cohesion and belonging and helps to develop a bond between the group leader and the participants.
Objective
To encourage an atmosphere in which the students socialise and bond and to highlight the fact that the class will intersperse reflection, theorising and debate with moments of playfulness and fun.
Instructions
The group leader chooses one of the games described in the unit and encourages the participants to interact based on the results.
Time: 20 mins
Equipment
Dependent on the activity. Often, none is required.
Methodologies
Icebreaker games to be played in a circle.
Strategies to involve
the students
It is easy to involve the students when everyone is allowed to speak, ensuring that everyone else listens.
Materials
Chairs, badges, coloured markers.
Prerequisites None
Activity structure In a circle, the students compare answers to the
following questions:
A) Who gave you your name? (if there are no
children in the classroom with complicated
family situations: adoption, abandonment
issues, orphans, etc.).
The participants introduce themselves to the
group. In addition to their name, they say who
in their family chose it and why. When choosing
names, various factors come into play:
generational differences (among younger
children, it is common for the name to have
been chosen by an older brother or sister),
birthplaces (some names are more frequent in
certain parts of Italy, such as Jacopo in
Tuscany), regional traditions (grandparents'
names are used more often in the south of
Italy), historical events and contemporary
unit 10
author: COSPE
Media education and hate speech - Workbook 39
trends (the name of the main character in a hit
film or TV show or a particularly popular song),
faith ("my mum couldn't have children and she
prayed to Saint Anna, so when I arrived she
called me Anna"), mistakes ("when my father
went to the registry office he couldn't
remember what my mum had told him, that's
why I'm called Lisa"), bureaucratic complications
("I have three names: fortunately there's a
comma, so I don't have to write them all when I
sign my name") and names used differently than
expected ("the name that everyone calls me
doesn't match what's on my identity card
because my mum didn't like the name I ended
up being given").
If so much variation can be found in a small
group of compatriots, the class can then reflect
on two key concepts with a little guidance from
the teacher: culture and interculture, which
actually end up being the same concept. It is
reasonable to expect the variety to increase as
the range of variables does too, with families
from further afield. For example, if someone
from Florence might have a name written on
their identity card which is different from the
one used by family and friends, the same thing
could also happen to a child from a Chinese or
Moroccan family, etc.
B) Associate your name with an image that
represents you.
Each student associates a symbol with his or her
name, draws it, and introduces himself or
herself to the group. The whole class reflects on
the subject of online and offline identities,
highlighting that social networks offer the
opportunity to create a nickname and an
image to represent oneself in interactions with
strangers.
This activity allows students to talk about
themselves in an indirect and unexpected way
and to make a direct connection between "real
and virtual identities".
Naming or drawing a thing, colour or animal that
represents us is also an effective way of
highlighting similarities and differences between
the group's participants, generating interest in a
given person. It is therefore an important
stimulus that helps to create an atmosphere
based on trust, active listening and
collaboration among participants.
C) Tell us something that no one here knows
about you.
This third "icebreaker" consists of asking the
participants to tell the class something about
themselves that they believe their classmates do
not know. Some students may fear that it is a
trick encouraging all kinds of introspection, but
after some initial confusion – "if I've never told
you this in all the years I've known you, it means
I didn't want anyone to know" – the activity then
takes on a more lighthearted tone, with stories
of hobbies and personal passions, of incidents
that happened in childhood or on the way to
school that morning, some that have never been
heard before and others that have done the
rounds.
Sources
Esperienze di quotidiana interculturalità. Percorsi
formativi su interculturalità, prevenzione degli
stereotipi, plurilinguismo fin dalla prima infanzia
(Experiences of daily interculturality. Training
courses on interculturality, preventing
stereotypes, and multilingualism from early childhood), by COSPE, 2014.
unit 10
author: COSPE
Going further
There are countless different "icebreaker" games. Teachers can find new ones and adapt them to the
group taking part in the activity.
40 Media education and hate speech - Workbook
Bafa Bafa role-playing game
Overview
To understand the difficulties faced by an immigrant when arriving in a new country, it is worth stepping into his or her shoes. How would we behave if we were subjected to both linguistic and psychological stress as well as the discomfort caused by etiquette rules that seem a mystery to us? Would we feel an overwhelming curiosity and a desire to make ourselves understood and "integrate" into our new society? Or would the discomfort and the sense that we had lost our frame of reference prevail? Simulating a situation where different cultures come into contact can be a way to understand the extent and the type of problems faced by those who find themselves in an unknown environment for the first time, allowing participants to feel emotionally involved. The aim of the game is to highlight the communication barriers and prejudices that come into play when members of different societies come into contact. Normally, this results in communication becoming impossible if we try
to force what we are seeing into well-known, familiar frameworks linked to rules that we consider universal.
Objectives
1. To make the participants aware of how prejudices are formed and how they hinder mutual understanding, especially in multicultural contexts.
2. To reinforce the group's reflections on the differences between describing, interpreting and judging.
Instructions
• The participants are divided into two groups that must follow different rules. Each group has a leader. At the start of the game, the leader explains to the other group members the rules of the society that they are about to represent. The game develops by means of interaction between the members of the two groups. Finally, the participants are brought together in one
room to report on the experience, although they remain strictly separated to maintain the sense of belonging to different groups.
• The most important part of the simulation is when the various members of the two groups try to interact, in a short period of time, with the society whose rules they do not know. This leads to a feeling of isolation and unfamiliarity in both groups.
Time: 60/90 mins (depending on the number of participants)
Equipment
No technology is needed, but two adjacent rooms are required.
Methodologies
Role playing and discussing the results.
Strategies to involve
the students
There are significant differences between groups of participants in this game: first of all, the willingness to take part in the game and risk inappropriate behaviour is inversely proportional to the age of the players. Young children usually demonstrate complete openness towards the game, greater ease in understanding how the opposing group operates, and a superior ability to accept and be accepted. The leader of each of the two groups must support the group members in embracing the theatrical aspect of the simulation: the members of the merchant society, for example, should identify with the role of hoarders so much that they end up literally besieging each newcomer to create more "families" of cards by taking them from the "guests"/"immigrants" by any means: embracing the role for those arriving from the Beta society means being protective and respectful towards one's own group members,
Media education and hate speech - Workbook 41
so these people feel overwhelmed. In the final group analysis of the game, they usually provide a clear description of the feeling of confusion that they experienced. If a student feels too embarrassed to continue, the leader can allow them not to play (although the feeling of being excluded from the opposing group must be maintained), because self-isolation
is also a phenomenon that occurs in the real world. In groups of adults, doubts and inhibitions can prevent the participants from getting involved in the game and "learning through trial and error": in this case, the leader/teacher will immediately explain how this embarrassment is similar to that felt by those who go abroad and are forced to try and speak in a foreign
language and adopt unfamiliar habits.
Materials
White posters or board, 2 coloured markers, a pack of
playing cards with the jokers removed (even incomplete packs are fine), numbered cards on boards of various colours.
Prerequisites
None
Activity structure Rules of the game
Players: from 18 to 26.
Educators: 2, one per group
Spaces: 2 separate but nearby rooms.
Materials:
• For the Alpha group: instruction sheet A; 2-3
decks of normal playing cards; a white card for
each participant; a pen for each participant.
• For the Beta group: instruction sheet B; poster
or board (with markers or chalk); large number
of cards (suggested size 10 x 7 cm) of six
different colours, numbered from 1 to 7.
Method
A) The educators introduce some general rules for
how the workshop will be managed: the class
will be divided into 2 groups. After 5 minutes,
each of the two groups has started playing, and
a representative from each group goes to the
other as a documentary journalist. For a few
minutes (2 or 3), he or she observes the group's
game. The participants are then divided into
two groups (there must be males in the Alpha
group). The groups are sent into two different
rooms.
B) In each of the two groups, separately, the
educator explains the features of the group and
the rules of the game. Each group receives a
series of rules
governing the behaviour of the "culture" they
represent. The Alpha "culture" is known for its
affectionate habits, relaxed community life,
close relationships between people and mutual
trust. This society is patriarchal: men occupy
the top rung. The value of an individual person
is linked to the network of relationships that
he/she develops.
The Beta “culture”, on the other hand,
explicitly focuses on economic success and
therefore profit: the value of an individual
person is linked to the market success that
he/she obtains and the money he/she manages
to make. The groups are given sufficient time
to familiarise themselves with the new rules of
the culture to which they belong; the
instruction sheets distributed to each
participant based on their group can be used
here.
C) When all the players have clearly understood
what they have to do and taken advantage of
the material provided, the groups begin to visit
one another. The guests try to gather as much
information as possible about the values, the
customs and the operation of the other culture;
however, they are not allowed to ask direct
questions or have conversations about the
behaviours they observe. The group that
receives the visitors does nothing to help them.
Other visitors then set off with the same aim
until all the participants have visited the
foreign group once.
D) The game is paused when all the participants
have visited the opposite group once.
In separate groups (group A and group B), the
participants respond to the following questions:
unit 11
author: COSPE
42 Media education and hate speech - Workbook
What did the others seem like? (list of
adjectives) - What were we like? (list of
adjectives) - What were the behavioural rules
and values of the "other" culture? - How did we
feel within our culture?
- What about when we went to visit the others?
The two groups reunite. The evaluation can be
carried out as follows:
The "A" players describe how the "B" players
seemed to them.
The "B" players describe how the "As" seemed.
A participant from group B explains what the
group understood about A's culture.
A participant from group A explains A's culture.
A participant from group A explains what the
group understood about B's culture.
A participant from group B explains B's
culture. In the discussion, the aim is to
highlight the ways in which perception and
communication between groups work.
Behavioural rules of the Alpha group
The people of culture A are very courteous and
gentle. For them, the most important thing is to
form and maintain friendly relationships; however,
friendships must obey a relatively strict system of
rules (see below). They respect their elders.
Women are considered as men's property. The
group elder gives 6 playing cards to each member
to use for exchanges. Exchanges always take place
between just 2 people: each puts a card face down
on a table, a chair or the back of their hand. When
the two cards have been placed down, they are
revealed: whoever put down the lowest-value card
wins them both. Anyone left without cards can ask
the group elder for more free of charge, up to a
maximum of 6.
The rules of good conduct are as follows:
• Before exchanging cards, the contractors have a
short discussion (about the weather, friends,
sport or something else) and pay each other
compliments. After the exchange, they talk a
little more before going their separate ways and
moving on to other participants. The two
contractors touch each other at least once in the
course of the exchange, but they must not shake
hands as this is considered a way of keeping
people at a distance. The exchange lasts about
4-5 minutes.
• Each participant receives a white card. The two
contractors taking part in the exchange make a
note on the other's card to express how the
exchange was for them. If they think it was
carried out according to the established rules,
they write their initials on their partner's card;
otherwise, they write down a few random
numbers and not their initials. In this way,
partners in future exchanges are made aware
that the rules have been violated.
• It is always men who address women, never the
other way around. However, women are allowed
to make signs and gestures to men. A woman can
freely address another woman.
• Only men whose card is marked (highlighted) by
the group elder can speak to a woman.
• In exchanges with the group elder, it is always
the latter who wins, regardless of the value of
the cards.
• If possible, each member should make at least
one exchange with every other member. Anyone
who violates the rules of good behaviour (point
3) is punished by the community of men: he/she
can be expelled from the room or forbidden from
making exchanges. These penalties are valid for
the length of the visit. Visitors do not have the
right to ask questions or start discussions. If they
address a woman directly, they are immediately
expelled from the room by the men of the
community and have no right to return.
It is forbidden to reveal these rules to the
members of the Beta group.
Behavioural rules of the Beta group
The members of the Beta group work hard to get
the maximum points possible by exchanging cards.
At the beginning of the game, each participant in
group B receives 10 cards of 6 different colours
with a number from 1 to 7 written on each one.
The cards are randomly distributed by the "bank".
The aim of the game is to get maximum points
while following certain rules.
• Physical contact between players is forbidden.
• At the beginning of the game, the cards have no
value. Things change when a player manages to
exchange enough cards to create a set of the
same colour numbered from 1 to 7; the cards
that make up this series then take on their
nominal value.
Media education and hate speech - Workbook 43
From that moment on, incomplete sets of at
least 3 consecutive cards of the same colour as
this full set also count towards a player's total.
For example, when a player has obtained a
series of blue cards from 1 to 7 (28 points), 3
other consecutive blue cards (e.g. 2, 3, 4) then
carry their respective nominal values (in this
example, a total of 9 additional points). The
cards that have value can be returned to the
bank and swapped for the same number of cards
of various colours in order to continue
exchanging. Each player notes down the score
that they have obtained with their cards on their
own game sheet. The group leader writes it on
the board.
• Players show other players only the cards they
wish to trade; they keep the remaining cards
hidden.
d) Students are not permitted to speak Italian
when in B territory, except during pauses in the
game. They can only speak the Beta language:
"yes" = touch your chest with your chin; "No" =
raise both elbows to face level; "Repeat" =
stretch out your thumbs horizontally, with
clenched fists; "colour": expressed by saying the
first two letters (re = red, gr = green, etc.),
always indicated first during transactions;
"numbers": indicated after the colour and formed
from the initials of the player followed by the
letter "a"; for example, Bruno Forti indicates 2
with BaFa, 3 with BaFaBa, 4 with BaFaBaFa, and
so on. The members of group B believe that
using fingers to count the number of syllables
uttered is the height of rudeness.
Exchanges are carried out by standing up and
following these rules:
Introduction: the contractors exchange three
glances in quick succession. This means that
each one recognises the other as the
representative of a profitable company, and that
the two are willing to negotiate hard with the
aim of coming out on top. Those who do not
respond to the glance do not want to exchange
(or do not know this rule because they belong to
the other culture).
The contractors use the Beta language to express
what they want in return (for example, Re BaFa
= a red 2). They only talk about what they want,
never what they will give in return. The
exchange therefore takes place only if the offers
made are of interest to both parties.
Speaking a language other than Beta during
transactions in B territory is an extremely serious
offence.
It is forbidden to reveal these rules to the
members of the Alpha group.
Sources
Myers, D. J. et al. (2000). Signals, symbols, and
vibes: An exercise in cross-cultural interaction. Teaching Sociology, 29(1), 95-101;
http://www.parlezvousglobal.org/45-bafa-bafa/
Going further
In our experience as educators, we have often
started our learning activities using a game that
simulates this interaction: a comparative
analysis of how the simulation progresses allows
us to initially assess the reactions that can
develop within the groups participating in the
game and reflect on what is revealed by the
reactions that we observe.
It is advisable to inform the group leader that
they should go back and discuss the game with
the students after a couple of weeks to see the
results. By comparing the final reports in groups
which are very diverse in terms of age,
motivation and level of education, certain
recurring aspects become clear. The activity
leader can pass these on at the end of
the activity, providing further cause for reflection.
Age seems to be related to the formation of
prejudices. The primary school children who
trialled the game showed a marked ability to
describe what they experienced without
judgement: they almost always notice that the
Alpha group speaks in a language different from
their own (a basic observation, but one that is
often overlooked by adult groups). Some
children, sometimes of non-Italian origin, notice
that "several words can be used to say the same
thing" in the Alpha group, since different words
can in fact be used to indicate the same colour
of card in the Alpha society.
44 Media education and hate speech - Workbook
Italianometer
total silence is required from the game participants.
Overview
In order to understand how generalisations are almost always far removed from reality, especially when it comes to identity, we need to reflect on the issue. Often, our society presents us with a single, static model of human identity, especially when this is associated with the concept of "nationality": very often, on TV, on the Internet, in printed media and on the radio, we talk about "Moroccans", "the Chinese" and "Albanians" as if these words encompass a static and homogeneous model formed by an immutable system (of habits, customs, traditions, language, etc.). We must reflect on the fact that the concept of identity is itself "varied", "fluid" and "changeable over time": it can encompass an infinite series of meanings, depending on the person thinking about it. To facilitate this thought process, we must start by reflecting on the extent to which we feel Italian in order to reach the conclusion that the above statements are valid not only with regard to feeling Italian, but also for feelings of national identity linked to any other country worldwide.
Objective
To encourage the participants to think about how the meaning of "Italianness" is subjective.
Instructions
• The class will reflect on the concept of Italian identity.
• Carrying out the activity
and reflecting on the results: the activity leader underlines how everyone has interpreted their own sense of feeling (more or less) Italian in a personal and original way.
Time: 20/25 mins
Equipment
A room in which people can move around easily.
Methodologies
Participatory methodology; initial organisation in sub-groups and reunion as a full group at the end.
Strategies to involve
the students
To get the attention of the class, the educator introduces the game by saying that they have a small electronic tool with them. This was invented at the beginning of the nineties and cannot be exposed to sunlight, which is why it must be kept in a bag. The tool was invented to measure the level of identity felt by each participant in the activity. The device is very sensitive to sounds/noises, so to ensure that its readings are as accurate as possible,
Materials
White sheets of paper, coloured markers.
Prerequisites
None
unit 12
author: COSPE
Media education and hate speech - Workbook 45
Activity structure Rules of the game
The participants are invited to spread out across
the room/classroom in single file based on how
Italian they feel: those who feel more Italian
will stand at the front of the row, and those
who feel less Italian will be at the end. As they
form this line (maximum 5 minutes permitted),
the participants cannot say anything at all to
each other.
Once this line is in place, the participants are
divided into sub-groups (the number of which
varies depending on the number of
participants). Each sub-group will have 10
minutes, during which each participant will have
to share the reasons that led him/her to choose
that specific position in the line. The thoughts
of each sub-group will be written down on large
sheets of paper with coloured markers, all
handed out by the educator.
In their sub-groups during the brainstorming
stage, the participants will discover that the
reasons that led them to stand in a certain
position in the line can vary enormously: "I'm
very Italian because I like
travelling abroad a lot" or "I'm very Italian
because the only place where I feel good is at
home". In other cases, the reasoning of two
people at opposite ends of the line can be
identical: "I feel very un-Italian because I really
like travelling abroad". Others, meanwhile, find
themselves in positions they did not choose: "I
didn't have chance to go where I wanted, people
kept pushing me this way", as happens to those
who are assigned an identity that they would
not choose for themselves. Political news has a
major influence on the groups: "I feel very
Italian because I speak Italian, I like Italian
food, the sea, and Italian art, but I put myself
towards the less Italian end of the line because I
am ashamed of all these scandals". When each
group has reflected on the process, one
volunteer per group will present the results of
each sub-group to the whole class.
Once the reflection phase is over, the whole
class comes back together, and each group
reveals to the rest of the class the results of
their work in the sub-group.
Source
Various authors, Esperienze di quotidiana
interculturalità. Percorsi formativi su
interculturalità, prevenzione degli stereotipi,
plurilinguismo fin dalla prima infanzia
(Experiences of daily interculturality. Training
courses on interculturality, preventing
stereotypes, and multilingualism from early childhood), by COSPE, 2014
Going further
To take the activity further, teachers can
reflect more on the concept of a person's
"identity" from various points of view, depending
on the target group.
For example, if the activity is for a secondary
school class, we suggest reflecting on the topic
from a historical or philosophical point of view,
etc.
unit 12
author: COSPE
46 Media education and hate speech - Workbook
Abigail's story
Overview
Reading posts on social networks, we often receive information that is incomplete or does not match up to the reality of a specific situation, person or social group. These representations can fuel and perpetuate clichés and stereotypes. Reading and analysing Abigail's story allows us to raise awareness among young people, encouraging them to be conscious and think critically about this issue.
Objectives
1. To be aware of the values that we use to assess situations.
2. To understand the point of view of the Other.
Instructions
• The students are asked to carefully read Abigail's story.
• The group leader asks them to rank the characters based on their behaviour.
• To conclude, the educator emphasises how each person interpreted the roles of each character in a personal and original way.
Time: 1/1.5 hours
Equipment
A space in which the participants can divide into sub-groups.
Methodologies
Participatory methodology; initial organisation in sub-groups and reunion as a full group at the end.
Strategies to involve
the students
The activity leader can involve the students by telling the story, making an animated presentation or using images.
Materials
Paper and a pen for each participant.
Prerequisites
None
unit 13
author: COSPE
Media education and hate speech - Workbook 47
Activity structure Activity phases, methodologies and content
Rules of the game
Each participant is given a sheet with Abigail's
story (if a PC and video projector are available,
the story can be projected). The educator reads
the story aloud once and provides the activity
instructions.
Abigail's story (version A)
Abigail loves Gregorio, a fisherman
who lives on the other side of the
river. Due to a flood, the bridge that
crosses the river has been destroyed,
and the only way to get to the other
side is to use the boat owned by the
boatman Sinbad. Abigail wants to hold
Gregorio tight after the flood, so she
asks Sinbad to accompany her to the
other side of the river. Sinbad accepts
on the condition that Abigail give
herself to him first. Not knowing what
to do, Abigail asks her mother for
advice, but her mother replies that
she does not want to meddle in
Abigail's business. Eventually, Abigail
accepts Sinbad's offer and is ferried to
the other side of the river. When she
meets Gregorio there, she bursts into
tears and tells him everything.
Devastated, Gregorio sends her
packing. Giovanni, Gregorio's best
friend, arrives on the scene, slaps
Gregorio and takes Abigail away with
him.
Abigail's story (version B)
Abigail loves Gregorio, a young man
who lives on the other side of the
river. Due to a flood, the bridge that
crosses
the river has been destroyed, and the
only way to get to the other side is to
use the boat owned by the boatman
Sinbad, who has always ferried people
from one side to the other. To cross
over and hold Gregorio tight after the
flood, Abigail asks Sinbad to
accompany her to the other side of
the river, but Sinbad refuses. Abigail
returns to her mother to ask for
advice, but the older woman also
replies that she does not want to
meddle in Abigail's business. Abigail
then goes to Jakoub, an old fisherman
who has a barge. He tells her that he
will take her, but only if Abigail
spends the night with him; she
accepts, and the next morning she is
ferried to the other side of the river.
When she meets Gregorio there, she
bursts into tears and tells him of all
the problems she endured to see him
again. Devastated, Gregorio slaps her
and sends her packing. She runs away
and stops at a bench nearby. There,
she meets Luigi, Gregorio's best
friend, who listens to the whole story:
furious, he goes over to Gregorio and
punches him.
Luigi is now in court on a charge of
assault.
After the group has read the story, the leader
will ask this question:
"In your opinion, thinking about it individually
and then discussing it in a small group, who
behaved the worst in this story?
Give scores from 1 to 6: 1 for the person who
behaved the worst, 6 for the person who behaved the best".
The students, divided into small groups of 4 or
5, will give their scores, which will gradually be
added to a large sheet, along with the reasoning
that led them to allocate these scores within
their groups.
unit 13
author: COSPE
48 Media education and hate speech - Workbook
GROUP NAME
ABIGAIL
GREGORIO
JAKOUB
LUIGI MOTHER
SINBAD
A
B
C
D
Note:
If version B is presented to the students, they
must be told the following after giving their
opinions:
• Jakoub is Abigail's paternal grandfather.
• Sinbad did not provide the service because he
knows that Gregorio is already married and is
critical of the fact that he is having an affair
with another woman.
• Gregorio slapped Abigail because he had told
her never to come to his house, as he wanted
to keep their affair a secret.
• Abigail went to Gregorio's house because she
could not stand the stress of not knowing if he
had survived the flood, since his house was
right on the river bank.
• Luigi hit Gregorio because he could not stand
the idea that the latter had hit a woman.
• Is Abigail a minor? The story, which
purportedly takes place in the UK, does not
say, so we assume not. Abigail's mother had
already told her several times to end her
relationship with an older, married man, but
she did not listen.
Output
The discussion resumes. The group leader
stresses the fact that we often build up an idea
of the people involved in a particular event,
even when we only have access to some of the
relevant information.
Sources
Human rights education, Amnesty International.
Going further
To reflect further on this topic, the teacher could ask the class to search online or in printed media
for examples of reported events, and to think about if and how the ideas formed in the public's
mind about the events that took place were conveyed by the information contained in the report
itself.
50 Media education and hate speech - Workbook
Reflecting on classroom activities this form is to be filled in by the group leader after each session with the students
Date ................................................................................
Name ......................................................................................................................................................................
Unit no.......................... Activity title .................................................. .........................................................
Duration .....................................................................................................................................................................
Participating class/group .................................................. ............................................................................
Location and tools used .................................................. ...............................................................................
1) Significant ideas from the previous unit
...................................................................................................................................................................................
2) Theme of the unit on which the activity was based
...................................................................................................................................................................................
3) Stimuli and relevant contributions provided by students
...................................................................................................................................................................................
4) Observations on relevant dynamics between participants
...................................................................................................................................................................................
5) What interests/needs did the activity reveal?
...................................................................................................................................................................................
6) What strengths and weaknesses did the activity highlight?
...................................................................................................................................................................................
7) Useful suggestions for the next unit
...................................................................................................................................................................................
Media education and hate speech - Workbook 51
Reflecting on classroom activities to be completed anonymously by the students
Date ................................................................................
Name ......................................................................................................................................................................
Unit no.......................... Activity title .................................................. .........................................................
1) What did you find most interesting?
...................................................................................................................................................................................
2) When do you think the class worked best?
...................................................................................................................................................................................
3) Which stimuli and activities did you like the most?
...................................................................................................................................................................................
4) How did you interact as classmates and with the teachers?
...................................................................................................................................................................................
5) What else would you have liked to know or understand about the topic?
...................................................................................................................................................................................
6) What strengths and weaknesses did the activity highlight?
...................................................................................................................................................................................
7) What suggestions would you give for the next activity?
...................................................................................................................................................................................
52 Media education and hate speech - Workbook
Guidelines
for the management of conflicts in multi-ethnic groups
in school environments
Comments based on stereotypes and prejudices
Determine if the
(it may be a fellow
educator, but it could
also be a pupil).
Make sure that the behaviour
as a starting point for
discussion with other
groups, without linking it
behaviour is based on is identified as to the original group.
stereotypes/prejudices
or not (the concept of
probability can be used
to reveal the different
nature of the
stereotype).
Support the person who
made the comment or
caused the incident,
wrong.
Discuss it with colleagues.
Discuss the incident
ensuring that
the act in question
together with the group in which it occurred.
If it is, support the
person it is
is discussed, if possible
without lessening
the value of the person or
Discuss it with the
department manager of
the organisation
directed at his/her self-confidence.
Use the episode you work for.
Comments based on subtle/insidious stereotypes and prejudices
Listen carefully.
how it would be seen if it
was directed towards a
person from the same
group
Isolate the specific stereotype
Take into consideration
that made the comment or prejudice. the consequences that
(e.g. stereotyping
Italians as mafia members,
doing nothing or not saying
anything would entail.
Determine if the com- superficial, etc.)
-ment is based on
stereotypes/prejudices,
even if they are subtle ones.
Find out exactly
Try to find out the origin
of this stereotype or
prejudice, and if it applies
to all
Discuss the origin of the
comment.
Reverse the terms to
check
what the underlying
message is.
national/religious groups, etc.
Discuss with others:
colleagues, officials,
friends, etc.
Media education and hate speech - Workbook 53
Opinions on other national, ethnic, religious groups, etc.
Analyse your initial
reaction to the opinion.
Could there be another
explanation?
Could there be another
positive explanation?
-sequences of the initial
reaction if it is negative.
What would have
happened if it were
based
on racist assumptions?
The harm caused and the proliferation of
Is it valid?
Consider the con- stereotypes.
Discussions on issues related to: differences, diversity, racism, sexism
can lead to a better understanding.
Ensure that everyone
has the opportunity to
speak up.
Allow and encourage
people to ask questions and discuss them.
of view clearly, without
indoctrination, allowing
people to form their own
opinion. However, when
something is wrong, this
must be clearly stated to
ensure that it is
Make sure that the issues
dealt with include some
that raise questions of
right and wrong. In this
way, the systemic
disadvantages that are
Value every not mistaken for tackled (sexism,
difference of opinion
positively as a
feature that enriches the
a question of different
opinions. It is wrong to
do something
racism, etc.) will not be
perceived or interpreted
as a choice.
debate and State your own point that hurts others.
54 Media education and hate speech - Workbook
index Introduction 5
A guide to the training module: finding your way 6
How the guide is organised 9
Unit 1
Thinking about social media: a taster to get us thinking about our own relationship with the media 11
Unit 2
Understanding the issue of points of view 14
Unit 3
Hate speech in the students' experience 17
Unit 4
Analysing hate speech in media communication 20
Unit 5
What are we talking about? 25
Unit 6
My point of view 27
Unit 7
Hate: a familiar face. Analysis of hate speech 30
Unit 8
Hate speech in the lives of teenagers 34
Unit 9
Video advert against hate speech. Who do you hate? 36
Unit 10
Icebreaker games 38
Unit 11
Bafa Bafa role-playing game 40
Unit 12
Italianometer 44
Unit 13
Abigail’s story 46
Monitoring and evaluation 49
Guidelines for the management of conflicts in multi-ethnic groups in school environments 52