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Media Education against Discrimination - A guide for teens


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Presentation at the 7th Global Forum of the United Nations Alliance of Civilizations (UNAOC), Baku, Azebarijan, 25-27 April 2016

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Media Education against Discrimination - A guide for teens

  1. 1. Media Education Against Discrimination: A Guide for Teens Maria Ranieri Department of Education & Psychology University of Florence
  2. 2. Background
  3. 3. «We» vs «The Others» Representing the ‘people’ A stereotypical representation of the family by Youth Freedom Ring (Austria) Othering and discriminating minority groups Love of the homeland is not a crime!” (Identitarian Movement Austria) Example of anti-elitism as reiforcement of othering discourse (NL, Italy)
  4. 4. Five Modules, Fifthy Units • Module 1- Information reception and production – Analysing the relationship between “reality” and representation, and promoting active attitudes towards information production • Module 2- Audio-visual fiction and ideologies – Understanding the role of “the Other” in audio-visual fictions, analysing the gender-based representation in TV-series for teenagers, and leading a production activity against discriminations • Module 3- Videogames and citizenship – Understanding the mechanisms of gameplay, thinking about caricatured discourse about videogames themselves, and leading a “game” activity about a political situation • Module 4- Communication and propaganda – Analysing communication campaigns (advertising, political), understanding the concept of propaganda, and promoting active attitudes through creation of awareness campaigns against discriminations • Module 5- Online activism and networking – Analyse the digital media impact in public sphere, understanding the new ways of online activism, and promoting active and participatory attitudes through social networks.
  5. 5. On Air Project Presentation 5
  6. 6. Step 3. Testing 6
  7. 7. 7
  8. 8. On Air Project Presentation 8
  9. 9. Lessons learnt • Media literacy education is not a ‘magic wand’, but it can provide opportunities for education to challenge discriminatory representations of the others, and solicit active forms of citizenship particularly through – the integration of media analysis and production, – by starting from issues young people feel close to their experiences of discrimination and – taking advantage of unplanned ‘teachable moments’. • Media production should not reduced to a mere technical application of ICT, but must be seen as an opportunity to better understand how representations are generated and to stimulate students to think about the responsibility of producing public messages addressing their communities.
  10. 10. Lessons learnt • When dealing with these topics, there is a real risk of merely limiting oneself to reproducing in the classroom what usually happens in society, i.e. ‘political correctness’. To go beyond ‘political correctness’ addressing discrimination issues in students’ terms is crucial as a starting point to then move back to a more analytical and critical perspective. To access the guide:
  11. 11. 11 Thank you! Maria on the Cloud researchgate: ?ev=hdr_xprf linkedIn: ranieri/2a/39a/b28 slideshare: diigo:!: twitter: facebook: