MEDIA EDUCATION AND HATE SPEECH WORKBOOK€¦ · tackling this phenomenon, which undeniably has...

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.

http://www.zaffiria.it/

http://www.cospe.org/

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


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.

http://www.cartadiroma.org/cosa-e-la-carta-di-roma/glossario



http://www.coe.int/it/web/freedom-expression)

http://www.coe.int/it/web/freedom-expression)


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.


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.


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?


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

https://www.youtube.com/watch?v=TkmXBw7AGFU


https://www.youtube.com/watch?v=0rQkGH-lf3g


https://www.youtube.com/watch?v=fqb7X6XX6Ew


https://www.youtube.com/watch?v=9aEiKiyuen8



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.














Sheet 1

Things I identify with Things I agree with

Actually, I hadn't really thought of that...


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

https://www.youtube.com/watch?v=NwIb22Ydguk%3F



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.


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.



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:


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?

https://www.youtube.com/watch?v=fJd1X5a5L4E










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.


the students

Above all, the unit encourages students to empathise thanks to the

unit 3

author: Zaffiria


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

https://www.youtube.com/watch?v=vhWcqf0ui1U



http://mediasmart.ca/


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.

http://mediasmarts.ca/online-hate/deconstructing-online-hate



http://mediasmarts.ca/sites/mediasmarts/files/tutorials/facing-online-hate/html5.html




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

http://www/


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.


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


Who are the commenters?

DO-GOODING ANGRY

/ CONFRONTATIONAL

AGGRESSIVE

RESIGNED


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

https://www.youtube.com/watch?v=qNX1256eVw8

http://www.cartadiroma.org/editoriale/hate-speech/

http://www.cartadiroma.org/news/cronache-ordinario-razzismo-chiusa-la-pagina-facebook-voxnews

http://www.cartadiroma.org/news/cronache-ordinario-razzismo-chiusa-la-pagina-facebook-voxnews

http://www.cartadiroma.org/news/discorsi-dodio-e-business-virale



http://www.quotidiano.net/minacce-su-facebook-musulmani-ditalia-1.2038281



http://mediasmarts.ca/sites/mediasmarts/files/pdfs/lesson-plan/Lesson_Hate2.pdf





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.


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


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.

http://www.raiplay.it/video/2018/01/PresaDiretta---Aiutiamoli-a-casa-loro-9292e166-6cfb-4ae5-94dc-8ef909e176a0.html



https://docs.google.com/document/d/1i2UOiDNU6Xuv3st3tzHrfFW_9LHR0IgVtFiQzXBQB-8/edit



http://gameoverhate.tumblr.com/

http://gameoverhate.tumblr.com/


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.


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.


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:


watch?v=4naZkxM4U1c

Going further

The sheet that the teacher can use and customise to work with the students.

https://www.youtube.com/watch%3Fv%3D4naZkxM4U1c

https://www.youtube.com/watch%3Fv%3D4naZkxM4U1c


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


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?


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".


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


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

http://www.youtube.com/watch?v=Vn1izplknI4)


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

http://www.youtube.com/watch?v=ZNTcHTx-

http://www.youtube.com/watch?v=ZNTcHTx-


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.


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.


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.


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.


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.


the students

Students are more likely to get involved if they are given a free choice of


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.


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.


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


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.


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.


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,


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


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.


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.

http://www.parlezvousglobal.org/45-bafa-bafa/


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.


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


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


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.


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


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


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.

Monitoring and

evaluation


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

...................................................................................................................................................................................


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?

...................................................................................................................................................................................


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.


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.


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

MEDIA EDUCATION AND HATE SPEECH WORKBOOK€¦ · tackling this phenomenon, which undeniably has...

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