PREVENTING AND COMBATTING HATE SPEECH BY UNDERSTANDING AND MANAGING IT - Silence Hate
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PREVENTING AND COMBATTING HATE SPEECH BY UNDERSTANDING AND MANAGING IT
Module designed and created by
TOGETHER FOR CHANGE
Bellaria Igea Marina (RN), Italia Florence, Italia
www.zaffiria.it www.cospe.org
The Zaffiria Centre is a media COSPE is a private, secular and
education centre that works with non-profit association
students, teachers and parents that supports projects in Italy
on a daily basis to organise and across Europe promoting
training workshops, laboratories, the inclusion of migrants and
projects and activities 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 Rights, Equality
and Citizenship Programme (2014-2020)”
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.introduction "This training module was produced by Cospe and Zaffiria as one of the main outputs of the BRICkS project. The BRICkS module, originally written in Italian, has been tested in several workshops in many Italian schools and youth centres, reaching very positive results. For this reason, the module has been translated in English for the Silence Hate project, in order to reach a greater number of international stakeholders and raise awareness of the European youth about the importance to react to online hate speech in a proper way." “BRICkS - Building Respect on the Internet by The phenomenon of hate speech is complex: Combatting Hate Speech” is a European project young people are at greater risk of being exposed that aims to combat the spread of online hate to it, both due to their large-scale use of social speech against migrants and minorities through networks and due to the paucity (or total lack) of media education and the active involvement of opportunities to raise awareness of the concept. web users and content producers. The project was Schools find themselves on the front line and faced established in 2014 based on the experiences of the with the difficult task of tackling this phenomenon, Italian NGO COSPE and the Zaffiria Centre before which undeniably has serious repercussions for being extended to organisations in Germany, the young people’s relationships with their peers and Czech Republic, Spain and Belgium. It is supported the wider world. by the European Union’s “Fundamental Rights and Citizenship” programme. Its goal is to explore The project helps teachers to develop ideas opportunities for intercultural dialogue online. The through which they can tackle the theme of hate project is not aimed solely at users but also at media speech with their students, using media education, professionals, who must face the challenges posed by intercultural education and the active involvement digital information. Media representation influences of the participants. public perceptions and behaviour, particularly with regard to sensitive topics such as migration, so it is This training module was created using a three- important to be aware of the effects of the flow of step process: information, especially online. A participatory process based A two-day training course held Trialling the activities in five se- on 3 meetings that took place in in September 2015 with educators condary schools in Emilia-Romagna the first half of 2015 with 3 groups from Emilia-Romagna and Tuscany, and Tuscany (Bologna - 1 school, of “stakeholders”. These groups involving theoretical talks from 3 classes; Riccione, Santarcangelo have experience of hate speech academics and subject matter and Bellaria - 3 schools, 10 classes; and young people from different experts along with exchanges and Prato - 1 school, 10 classes), with a viewpoints: they are teachers, first role-playing activities. total of 580 students involved. 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. media education and hate speech - workbook 5
This aspect was fundamental for us: these activities suggested here, however, are only a potential set the end of each session: this allows you to oversee any vulgar or explicitly offensive words. We do not
are based on real-life situations rather than being of ideas and working approaches that we trust can the process and direct the subsequent sessions, recommend providing participants with a list of
artificially created. Getting from the initial plan to generate better ones once in the hands of teachers identifying behaviours, dynamics, resources and inappropriate words at the beginning of the course,
the final module involved all the fine-tuning and and educators. critical issues within the group. but as the course progresses, it might be useful to
reworking that real educational work entails. Trialling The module is built around the idea that it is more indicate the types of words that could be perceived
the activities in the real world had several benefits: interesting to research this topic alongside students, reduce discomfort as offensive by certain sections of society. To take
it allowed us to ask ourselves questions about asking questions and analysing materials that can this type of analysis further, consult the “Carta di
the ethical meaning of a project on hate speech, arouse their curiosity and make them feel involved, Tackling the theme of hate speech is a challenge Roma (Charter of Rome)”. This is a code of conduct
it allowed us to listen to the young people (their rather than immediately providing them with answers for both the group leader and the participants, who for journalists regarding asylum seekers, refugees,
experiences, opinions, strategies and emotions), it that would prevent the class from discovering will be taking part in a process that questions their victims of trafficking and migrants, created in 2008
highlighted which steps of the module were most them together. The methodologies chosen for the values and thus inevitably provokes strong emotional by the Italian Order of Journalists and the FNSI
laborious (the task of analysing hate messages), and individual activities aim to let students “live the reactions: this may be a powerful experience and (Italian National Press Foundation) (http://www.
it helped us to redesign certain learning situations, problem”, to link it to their own real experiences, could cause discomfort. How can this be reduced? cartadiroma.org/cosa-e-la-carta-di-roma/glossario).
which were sometimes reshaped by the actions and to encourage them to reason and actively
and verbal exchanges of the students. respond. This is why there are no right or wrong • By adopting a non-judgemental attitude; The most common definition of hate speech is the
This module has the courage to discuss difficult and answers, only practical ideas to initiate research one put forward by Recommendation (97) 20 of
highly topical issues with students: the activities that we trust will interest your students (and you). • By ensuring that information discussed during the CoE:
the sessions remains confidential;
“The term “hate speech” shall be understood as
• By steering the group towards participation covering all forms of expression which spread,
a guide to the training module:
and involvement so that each participant feels incite, promote or justify racial hatred, xenophobia,
welcomed, protected and supported by his or anti-Semitism or other forms of hatred based on
her peers; intolerance, including: intolerance expressed
finding your way
by aggressive nationalism and ethnocentrism,
• By anchoring discussions to the available discrimination and hostility against minorities,
sources insofar as this is possible, allowing migrants and people of immigrant origin”.
students to confirm or deny certain statements (http://www.coe.int/it/web/freedom-expression).
and encouraging them to do necessary and
crucial work with source materials. choice of classroom materials
conflict management
reminder for creating
The module is a work tool that the teacher/coordinator When choosing texts, newspaper articles and
can use to address the theme/problem of hate videos to analyse in class, we recommend that you
a pathway on combatting
speech. There are no pre-established pathways The group leader may be faced with a conflict follow three criteria:
to be followed in class; instead, the module offers between participants. Should this happen, he or she
hate speech
flexible and adaptable approaches allowing group can implement strategies to defuse the situation 1) Always choose topical subjects: it is important
leaders to construct their own pathway, exploring and ease the tension. Ignoring a hostile statement that the school create a constant dialogue
the many and varied opportunities for dialogue or question is generally not advisable; a good tactic with current events, in part because this gives
and educational work that the web offers. To do can be to involve the entire group in searching for students an opportunity to share questions on
this, it is crucial to understand the background Given the sensitive nature of the topics being a solution together (only if the leader feels that the the meaning of the times we are living in and on
and the characteristics of the group you intend to addressed, dynamics may arise within the group that group is able to cope with this without the situation the controversial and complex issues currently
work with: on the basis of their needs, the specific are unpredictable and hard to manage. The group spiralling out of control). Alternatively, hostility can affecting humankind;
practical situations involved and the interests of the leader can mitigate this by implementing appropriate be embraced and bounced back to the group as an
group, you can thus make the necessary changes intervention strategies: below is a list of potentially opportunity to question false beliefs and clichés, 2) Choose content in line with the experiences
to ensure the work is accessible to all participants. critical situations and how to control them. for example by consulting official sources (please and habits of young people: video games,
Giving the group structure and limits is crucial in find attached the guidelines for managing conflict posts on social networks, songs ... all material
order to achieve these predetermined objectives: group leader’s point of view in multi-ethnic groups in schools). which adolescents deal with and which often
given the powerful emotions that this issue can called into question and group dynamics goes unnoticed by adults, but which can provide
generate, doing so is key to ensuring the success of the weight of words very productive stimuli and opportunities for
the process. Within this stable frame of reference, Group leaders must be prepared for the fact that educational work;
young people can experiment and express their they may have to deal with situations in which Language is a powerful tool: words are important
opinions with complete freedom. On this note, it their own point of view is questioned, and that the and can be used to marginalise, hurt, label and 3) Choose content related to the syllabus: it is essential
is important to create an environment that feels discussions could provoke very intense and even discriminate against groups of people and individuals. that students experience how academic disciplines
sufficiently safe and non-judgemental, one based painful emotions/reactions among the participants. The meaning of words can change depending on can be tools that help us interpret and understand
on mutual respect. Finally, it is very useful to offer In these situations, it is essential to remain calm and the context and the speaker. It is therefore a good the world, not simply subjects disconnected from
the class planned and well-structured activities, to respect everyone’s point of view while firmly stating idea to spend some time working on terms used reality that must be learnt by rote. History, literature,
establish a relationship of empathy with them, and your own, backing it up with textual references and to stigmatise others and the concept of “hate mathematics and statistics become the backdrop
to adopt a welcoming attitude of active listening. documentation. It is strongly recommended that speech”. Indeed, some statements can function and the tools that allow students to understand
you fill in the activity analysis and monitoring form at as incitements to hatred despite not containing the world in a more mature way.
6 media education and hate speech - workbook media education and hate speech - workbook 7structure each session
how the guide
is organised
As mentioned, giving each session a solid structure activities to be carried out by the group following
helps to keep the level of participation high, fosters a thorough assessment that takes into account
an open-minded attitude towards the Other and both the group’s point of departure and the level
encourages the involvement of all participants. of intensity and complexity of the topics addressed
We recommend structuring a pathway made up in each learning unit.
of at least 5 sessions of 2 hours each. If this is Each session should be divided into three sections
not possible, the group leader can choose the as a matter of routine: The learning units are presented below with the of hate speech, the topic of online and offline
following information: title, aims, instructions, identities, our relationship with technology and
time required, tools, strategies for student the media, the analysis and creation of content,
involvement, working materials, and prerequisites and strategies for online intervention.
in order to carry out the activity. The units
address different themes that all revolve around the More specifically, the guide is divided into three
issue of hate speech: the analysis and recognition sections:
INTRODUCTION MAIN ACTIVITY CONCLUSION
(20 MINUTES) (70 MINUTES) (30 MINUTES)
Plan a few “icebreaker games” In this section, the learning Each session concludes with a
at the start of each pathway to unit is carried out with any collective overview of the experience
help the group relax and to allow modifications deemed necessary reflecting on what the group has
LEARNING MONITORING REFLECTING ON CLASSROOM
participants to form bonds without and with the suggested materials done and how, with a focus on
judging others, deconstructing (these materials may be used or the content, the processes and
any preconceived ideas they may replaced). the dynamics that have emerged. UNITS AND EVALUATION ACTIVITIES
have about their classmates. At In this phase, personal reflections
the start of each session, quickly from each par ticipant are
go over the work completed in encouraged. Students can work Propone giochi di ruolo, giochi Presenta la scheda di monitoraggio Destinata ai partecipanti al gruppo
the previous session to allow the in groups, in pairs or individually cooperativi, esercizi da svolgere dell’attività “riflessione sull’anima- è la scheda di riflessione finale,
students to ease back into their in order to brainstorm more con il gruppo delle ragazze e dei zione avvenuta in aula” destinata in allegato, per la valutazione
work: it might be a question or an ideas to discuss, reflect on and ragazzi. al conduttore dell’attività. complessiva del percorso.
activity that was left unfinished, a evaluate. The aim is to generate La redazione di tale schema a ogni
task that was left to the students a process of individual and incontro è utile per una eventuale
to complete, or a continuation of collective empowerment. ridefinizione della tappa successiva
the thoughts previously expressed del laboratorio con i ragazzi e per
by students (it is important to verificare come si sviluppa il dia-
document the debates between logo nei gruppi e come evolve la
students as material for work and riflessione sull’hate speech.
further research).
analysis of the experience and self-assessment
(for the group leader and the students)
After the end of each learning unit, the group leader identifying its strengths and weaknesses in order
fills in the form Reflecting on classroom activities. to guide the work done in subsequent sessions.
The students also fill in the form Reflecting on Particular attention should be paid to the group
classroom activities. dynamics and the potential emergence of cross-
This allows the progress of the activity to be monitored, cutting themes and conflicts between students.
8 media education and hate speech - workbook Medi a education e hate speech - Quaderno di lavoro 9list of work units UNIT 1 AUTHOR: ZAFFIRIA
thinking about social media:
a taster to get us thinking about
hate: a familiar face. Analysis of hate speech thinking about social media:
our own relationship with the media hate speech in the lives of teenagers a taster to get us thinking about our own
understanding the issue of points of view tv advert against hate speech.
Who do you hate?
relationship with the media
hate speech in the students’ experience
icebreaker games
analysing hate speech
in media communication Bafa Bafa role-playing game
what are we talking about? OVERVIEW INSTRUCTIONS METHODOLOGIES MATERIALS
italianometer
Students will watch 4 videos • Introduction... T h e u ni t m ove s f ro m Sheet (page 11) and videos:
my point of view abigail’s story
reporting on the topic of
“Young people and social
The module begins with
the students watching 4
individual note-taking to
group debate. It asks the • Sindrome depressiva da
networks”, with a sheet videos as a group. They students to concentrate on social network (Social
provided to take notes while will be given a sheet to the videos (i.e. is initially network depressive
watching. Afterwards, they take notes. teacher-led) to give them disorder), a song by the
will compare their ideas • A gap of a few minutes issues to tackle. The videos rapper Marracash that
and points of view. should be left are a stimulus to help the expresses a judgemental
between each video to students discuss points of attitude towards a girlfriend
allow the students to view and take a position who is addicted to social
write down their notes in the debate, like a film networkshttps://www.youtube.
and thoughts. discussion group. com/watch?v=TkmXBw7AGFU
• To finish... The debate is helped along
• Social networks at the
module overview a few questions before getting started The educator or teacher
guides the student s
by the sheet and follows
the plan provided by the
table, a video produced by
OBJECTIVES through their first group sheet in order to give a
Treehouse which presents
a classic dinner time
It is crucial that students become increasingly aware What aspects of working and reflecting on hate discussion, using the voice to every different
situation with teenage
of how complex inhabiting the virtual world can be. speech seem risky to you? 1. To work with the stu- notes taken as a starting response.
kids, mobile phones,
The pleasures of talking about themselves, demon- One of the main difficulties encountered was anger dents on their wider point.
and a father who asks
relationship with social
strating their experiences and skills, making new management: some students felt the need to get them to pass the salt
networks.
friends and building up their online diaries through revenge for certain comments, fighting hatred https://www.youtube.com/
2. To stimulate their curio-
watch?v=0rQkGH-lf3g
shared posts are just one side of the coin. They are with hatred. sity about the upcoming
also frequently forced to face up to bullying, hate The other problem lies in finding the line between work. • #Rigobitch, tips for a
speech, racism and offensive behaviour. Individual hate speech and free speech. 3. To create the space good profile pic ture
needed for an initial https://www.youtube.com/
responsibility is required; the process of establishing relationship of trust STRATEGIES watch?v=fqb7X6XX6Ew
relationship ethics must be reinforced. The suggested bet ween the media TIME: 90 MINS TO INVOLVE • Is it magic? Be vigilant.
pathway is 10 hours long because we believe that it
is important to give classes time to dwell on these What challenges can we issue to the class?
educator and the stu-
dents. THE STUDENTS A video from Belgium
that focuses on the risks
sensitive subjects, leading to greater awareness and To become aware that the phenomenon exists and 4. To encourage the stu-
of giving out personal
dents to tell stories and
contemplation. Through group activities and work, that anyone can be the victim of hate speech, hence Stimulate their curiosity information online
speak out using video
using the daily experiences of the students involved why it is so important to raise awareness among the through stories that are https://www.youtube.com/
stimuli.
not widely known and watch?v=9aEiKiyuen8
as a starting point, we will try to understand, define entire population. And it is even more important
and prevent hate speech. to be able to deal with hate speech online. EQUIPMENT encourage each student
to express themselves by
means of their individual
time required: 12/14 hours after finishing the module PC and video projector.
sheets and the debate.
Prior to starting, we suggest that teachers assign What were the results?
the class a specific investigation into immigration; How do you evaluate tools, methodologies and PREREQUISITES
this module will then allow you to reflect on the strategies?
language and discussions that this issue generates. Watching the videos.
10 media education and hate speech - workbook media education and hate speech - workbook 11activity structure 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
SHEET 1
The teacher or educator distributes the sheets to through videos and songs. The themes explored
things i identify with things i agree with
the students and asks them to take notes after each are love and friendship, family relationships, the
video, creating a process of watching and writing public/private dimension, and the narration of the
that is repeated four times. self. These are introductory themes allowing stu-
In our experience, starting with the song by Mar- dents to begin to observe their own media habits
racash always arouses a lot of curiosity: it is still and the relationship between their lives and social
unusual for song lyrics to be discussed in class, networks, which will then be the basis for exploring
and this immediately shows the students that the where hate speech tends to manifest online.
module will also explore the topic through their
own media culture.
About 5 minutes are left between one video and sources
the next so that notes can be taken.
After the 4 videos have been shown, the class is List of links:
divided into groups (or pairs, depending on the • Sindrome depressiva da social network: https://
number of students involved) and asked to com- www.youtube.com/watch?v=TkmXBw7AGFU
pare views, using the sheet as a starting point:
What is shared, and what isn’t? What do they • Social networks at the table: https://www.you-
agree and disagree about? Each group chooses tube.com/watch?v=0rQkGH-lf3g
a spokesperson to give a summary to the class.
This allows time for both individual study in a small • #Rigobitch: https://www.youtube.com/watch?-
group and a general overview of the viewpoints of v=fqb7X6XX6Ew
the class as a whole.
• 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 Actually, i hadn’t really thought of that...
classes suggested a week without social networks as a hands-on experience of how our daily actions
are increasingly dependent on technology.
12 media education and hate speech - workbook media education and hate speech - workbook 13storie di ordinario Re-reading all the cards
UNIT 2 AUTHOR: ZAFFIRIA cyberbullismo 1
aloud, the class then
discuss the different
- l’amica behaviours and
www.youtube.com strategies.
Gaetano has just started METHODOLOGIES MATERIALS
understanding the issue of points of view
at a new school, but
fitting in is not always Media analysis and group
easy. I could help him, reading. The book Zoom must be
but what should I do? available. The coloured
St u d e n t s p i c k o u t
(coloured) c ards cards should be prepared
representing different in advance.
emotions and must TIME: 60 MINS
adopt the point of view
correctly guessing the At this point, a clip from of these emotions. Each
story told in the video. the animated film Inside
The students are Out is shown. In the clip,
student completes the STRATEGIES TO INVOLVE
invited to take note of the different emotions
task on their own and
anonymously: they must THE STUDENTS
the process that they are arguing because put themselves in the
followed to decipher they have dif ferent Breaking up the video
OVERVIEW INSTRUCTIONS shoes of a classmate and
and reconstruc t the
story with the help of
points of view on the
situation that Riley is
make a decision about EQUIPMENT allows the students to
actively get involved and PREREQUISITES
We suggest using a video • Introduction... what to do: going to
the teacher/exper t, experiencing (see link in the prank, not going, to compare their own
produced by The Guardian The teacher or educator w ho id entif ie s t he the “Sources” section). Internet connection, PC
or doing something (computer room), video mental processes and Watching all the material.
in which the point of shows the whole most widespread In the selected clip, you their reconstructions of
view change s t wice, group a video from different. projector, sheets, pens.
interpretations and asks can clearly see how Joy the video’s meaning.
consequently changing The Guardian on the the students what led and Sadness have a
how we interpret what is subject of points of them to interpret the completely different
happening. view. The video depicts story in a specific way point of view on rain:
We then suggest using an incident that is very (aspects of the story and Joy is euphoric because
activity structure
certain books like Zoom easy to misunderstand. prior knowledge such as you can use colourful
in which the point of view Depending on the point stereotypes). umbrellas and jump in
continually changes and of view shown, the puddles; Sadness, on
shifts. A clip from the viewer is led to certain • To finish... the other hand, thinks
animated film Inside Out conclusions. It is only Suggest the book Zoom, that the rain gives you a The activity is divided into 4 parts. If you wish, you a stimulus for something else entirely: educational
is then shown and linked at the end of the video, which is an excellent cold and gets your shoes can stop at the third part and finish watching the work. Here too, if necessary, the teacher can
to the video of Gaetano, with a smile, that we ex plor ation of t he wet. The clip introduces last part in a subsequent session (Gaetano video). slow down the pace of the class and dwell on the
a little boy who is bullied discover how easy it concept of points of the theme of emotions, relationship between emotions and points of view.
by his classmates. was to be misled and view. Supported by the which help to shape our
At this point, the students misinterpret the video. group leader, students point of view.
In the first part, the subject of points of view is
must outline and debate Following this video, it interpret the images introduced and students go through an experience In our trial lessons, we immediately put this into
the different possible is easier to introduce as a group. Zoom is a The exercise on in which their point of view changes at least twice (or practice to analyse the story of Gaetano. The
points of view. the theme of points of beautifully illustrated Gaetano’s story is next. three times) in a matter of seconds before the final students thus had a clear frame of reference with
view to the students, as book by Istvan Banyai. https://www.youtube.com/ twist. Provided the educator guides the exercise which to interpret and react: the filter of one (and
they have just seen an By gradually enlarging watch?v=NwIb22Ydguk?
example first-hand. our f ield of vision, Gaetano is considered a
correctly and maximises its impact, this experience only one) specific emotion. Should all five emotions
revealing new and “loser” by his classmates sticks in students’ minds and becomes a point of be used, the analysis can be taken further by means
• The students are asked surprising situations, the and is often teased. His reference that informs the analyses that they must of exchanges between individual students.
to interpret and tell the illustrations take us from friends upload photos perform as part of the subsequent activities.
story of the video, which an extreme close-up of a online making cruel
is paused before each
OBJECTIVES change of viewpoint.
rooster’s crest to a view
of the Earth from space.
jokes about him.
The class decides to
The second part, besides being an interesting le fasi dell’attività, le metodologie e i contenuti
Each time, there will be The book teaches us organise a new prank: introduction to the world of illustrated books that
1. To become aware that some students who try to look at images, to Maria, a classmate who helps students to work on the concept of points The main output of this educational unit is to define
different points of view to guess the story, which imagine what might be Gaetano really likes, asks of view with different media, is also an activity in and put into words the concept of “points of view”
exist. seems to be very easy to around them, to look him to go on a date with itself: should the teacher wish to do so, he or she in relation to our interpretation of the world, of
2. To try and master the understand if we limit out for unexpec ted her that afternoon, and
arguments of a given ourselves to clichés and development s, and he trusts her blindly. But
can stop the unit here and ask students to work situations, and of relationships with others. The topic
point of view and keep stereotypes. The second to pay at tention to all the class members on their own personal “zoom”, moving from one is very complex and the unit does not aim to cover
them all in mind. part of the video is then the perspective from are invited to the date, perspective on a subject or story to another and every aspect. In the context of hate speech, however,
3. To encourage student shown, and the students which we observe. It is where they jump out thus experiencing first-hand the effort involved, it is essential that the students can distinguish
participation. are once again invited a poetic way to teach suddenly and have but also the “poetry” of the end result. between different points of view. It is important
to continue the story. the students to look at yet another laugh at
Again, the students put things more carefully. In Gaetano’s expense.
that there is room for emotion alongside rational
forward their versions. our case, the constant The third part addresses the role that emotions arguments and sources (however likely they are),
Then comes the third changes of perspective play in shaping our points of view (and how various since emotions play a role in shaping not only our
par t and the f inal on every page force the emotions then stem from different points of view) idea of things but also the possible (or probable)
twist: it is very unlikely students to reposition by means of a popular animated film that wrong- reactions (or lack of reaction) that we will see later
that the students will themselves with respect
get anywhere near to to the image.
foots students in this context, where it is used as when it comes to managing hate speech online.
14 media education and hate speech - workbook media education and hate speech - workbook 15In terms of methodology, we have tried to construct sources UNIT 3 AUTHOR: ZAFFIRIA
situations in which students can be part of the
experiment, verbalise their feelings and compare • The video from The Guardian tells the story of
hate speech in the students’ experience
reactions. a man running (perhaps running away?) https://
The wide range of stimuli allows the students to www.youtube.com/watch?v=fJd1X5a5L4E
follow different paths to arrive at the conclusion that
there are different points of view, and that these • The book Zoom can be bought in bookstores.
can cause conflict and pose profound questions. Alternatively, some material can be found using
The adult is therefore a facilitator who helps the Google, but we believe that the experience of
students to use the materials and presides over reading the book as a group is interesting in itself. The students stand up
the debate to ensure that everyone participates and, with a pen, they go
and that a range of content is covered. • The video from Inside Out: https://www.youtube. from poster to poster
com/watch?v=_gagGQgml_Q answering the questions.
O n ce eve r yo n e h a s
answered, the class is
• The Gaetano video: https://www.youtube.com/ OVERVIEW OBJECTIVES divided into groups (with METHODOLOGIES
watch?v=NwIb22Ydguk? the exception of two
T h e u ni t b e g i n s w i t h 1. To explore how hate students) and each group In this unit, the students
Francesco Sole’s video speech is a very topical is given one of the posters carry out their first analysis
on hate speech, which issue. to read and summarise of the content of a video that
then leads into a debate 2. Initial links between for their classmates. The touches on two important
starting from some opening hate speech and social two students who are points: social networks
questions: networks. not part of the groups and hate speech. The
3. To encourage students have the job of “drawing strategy behind choosing
going further who left re-enter the class, the others ask them • What do you think of
the video?
to get involved conclusions”: they listen to a YouTuber like Francesco
Sole is linked to the idea of
to describe what they can see out of the window. all the group presentations
• Has the same thing and offer an overview of approaching hate speech
In this unit, students can delve deeper into the These responses are written down. The others happened to you? the conclusions that the by disconnecting it from
issue of points of view with these two exercises: must pay attention to where in the classroom their • What is “inciting hatred”? class has reached. the topic of immigration
classmate stops to look out of the window, and if • What does “hatred” and presenting it as a
• Take a well-known story and rewrite it from different he/she moves or stays in one place. After the first mean to you? • To finish... phenomenon that can affect
• Have you ever heard The two students who anyone. Cooperative learning
points of view: it could be Little Red Riding Hood classmate has finished, the second enters, and someone saying something strategies are then used to
are not part of the groups
or the Odyssey, but the important thing is that finally the third. At this point, the class analyses that seemed to incite INSTRUCTIONS have the job of “drawing define the experiences of
the students try to tell it (or write it) by adopting the three different descriptions: hatred? Where? conclusions”: they listen to the class when it comes to
one of the characters’ points of view; • Introduction... all the group presentations hate speech.
What did the three students see, even though The students write about The students watch the and offer an overview of We b e li eve t h a t i t i s
their experiences and v i d e o b y Yo uTu b e r the conclusions that the fundamental for the project
• What can you see out of the window? the view outside was the same for all of them? opinions on posters which to be linked to the real-life
Francesco Sole. class has reached.
In this activity, three students leave the classroom. Which details did they mention, and which did are then used for a group Beforehand, they are situation of each class.
The game is then explained to the rest of the they omit? Where did they stand to look at the exercise: each group reads asked to write down the Concrete experiences can
class: one at a time, when the three classmates view? the answers to a single phrase/phrases that they thus be examined from
question and provides a find most striking. These different points of view,
summary to the rest of phrases are anonymous. and potential strategies
the class. They are also They are handed to the and conclusions can be
asked to make a note of teacher or the media discussed.
the phrases that they find educator (they will be
most powerful; these will used for an activity during TIME: 90 MINS
be used later in the final the next session).
unit (producing a video).
• 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?
STRATEGIES TO INVOLVE
- Has the same thing EQUIPMENT THE STUDENTS
happened to you?
- What is “inciting hatred?” PC and video projector (or Above all, the unit encourages
- What does “hatred” interactive whiteboard), students to empathise thanks
mean to you? A3 sheets (or 70 x 100 to the autobiographical
- Have you ever heard posters), markers or pens. experience of the YouTuber
someone saying something who stars in the video,
that seemed to incite
hatred? Where?
16 media education and hate speech - workbook media education and hate speech - workbook 17using this clip as a mirror of hateful comments and hate
to reflect on their personal speech towards him. The
experiences. video can be viewed here: Ldeologies of hate share a series of is granted by God. In either case, the
Participatory activities are https://www.youtube.com/ features: claim serves to deny the humanity of
then suggested, allowing watch?v=vhWcqf0ui1U. those considered to be Other– and
every student to express Video projection equipment is
themselves. MATERIALS therefore needed (interactive PREREQUISITES 1) The Other - fundamental to all to justify the in-group’s hatred. This
whiteboard, computer and
ideologies of hate is the idea of a target idea of a special sanction manifests
The video by Francesco video projector), as are A3 Watching all the videos. group (or multiple groups) designated itself in two ways. First is the idea of
Sole is shown. In the video, sheets (or Bristol boards) as Other. It is not, however, an actual an upcoming final conflict, in which
he reflects on his experience and markers. group that exists in reality, but a fiction the group will defeat its enemies and
created to solidify the identity of the hate retake its rightful place. For most hate
group and justify its existence and its groups this remains perpetually in the
actions. To achieve this, the Other must realm of myth, but some groups – and,
be portrayed as being both inferior, to more often, individuals – take action
activity structure establish the hate group’s superiority,
and threatening, to establish the need
to take action against them.
in the service of this idea. Second, the
special status of the group elevates its
defeats to the level of martyrdom. This
The activity is divided into 3 parts: The output of this unit is an initial acknowledgement is a constantly recurring theme in hate
of the places relevant to our educational project 2) The “Glorious Past” - another material, and another effective tool to
1) The students watch the video and write down where hate speech manifests itself: social networks. essential element of hate ideology is radicalise supporters.
the phrases that affect them most (free choice During the trial phase, we realised that introducing the notion that the group has fallen
based on the issues that they feel most sensitive the theme of hate speech using materials that were since its once-glorious past. Generally,
about). The sheets with these phrases are then connected to a presumed component of diversity this fall is portrayed as being the fault It is interesting to carry out a historical analysis to
kept by the teacher for a subsequent activity. In (for example skin colour) immediately diverted the of either the Other or of members of give students a historical perspective of this highly
this first phase, we also reflect on YouTube, on discussion towards the wider question of migration; the group who were fooled or subverted complex subject.
the possibility of creating content that may or the specific focus on hate speech was thus lost. It by the Other As a result, it is only by The full document can be read here: http://mediasmarts.
may not be liked, on the figure of the “YouTuber”, was therefore necessary to find stimuli that would defeating and destroying the Other that ca/online-hate/deconstructing-online-hate
and on the possibility of exchanging opinions allow for an initial analysis of hate speech in itself. this glorious past can be regained. Hate
online. An initial connection is made between Using the video by Francesco Sole allowed many group members must be educated about The same site offers audio/video interviews in English
hate speech and social networks. students to make the connection with bullying this glorious past because its enemies that can be used by teachers to give students the
and cyberbullying, drawing their attention to all have done their best to erase this from opportunity to work on material from other research
2) The students answer the questions on the posters the situations in which they had been victims and history. centres.
and are given time to write on all five. experienced the contempt of others. This is a very interesting resource: http://mediasmarts.
3) Victimhood - despite portraying ca/sites/mediasmarts/files/tutorials/facing-online-
3) The class is divided into groups (with the excep- SOURCES the Other as being inherently inferior, hate/html5.html
tion of two students) and begins to analyse the claiming to be victims themselves – and
written responses: first in a small group, then by The video by Francesco Sole can be viewed here:ht- rejecting the idea of the Other as a However, note that this material gives answers rather
sharing with the whole class.The two students tps://www.youtube.com/watch?v=vhWcqf0ui1U. victim – is central to ideologies of hate. than posing questions, so we advise using it at a later
who are not part of the groups have the job For instance, a famous article by David stage, not during this research phase when students
of giving an overview. Duke, a former Grand Wizard of the are working together to seek out their own answers.
Knights of the Ku Klux Klan, claims that
Whites were the true victims of slavery. This module is built around the idea that it is more
As well as eliminating any possible interesting to research this topic alongside students,
going further • Forums, blogs sympathy for the enemy, victimhood is asking questions and analysing materials that can
• Virtual worlds tremendously effective in appealing to arouse their curiosity and make them feel involved,
This unit can be further developed by widening those youth who are most vulnerable rather than immediately providing them with answers
the analysis of hate speech to include other social • Other social networks to hate messages. that would prevent the class from discovering them
networks and virtual spaces. together. The methodologies chosen for the individual
We can suggest that students carry out personal What kind of content did the students find? 4) Divine or Natural Sanction - a related activities aim to let students “live the problem”, to
research based on their media habits and their Can we build up a temporary mind map of it? Is idea is that the in-group is superior due link it to their own real experiences, and to encourage
favourite content; they can then share this research encountering hate speech on the internet easy or to divine or natural sanction. Racially them to reason and actively respond.
in class. difficult? Simple or complex? motivated hate groups often use outdated This is why there are no right or wrong answers, only
or distorted genetic or anthropological practical ideas to initiate research that we trust will
• Online research tools: A very interesting task can be carried out using theories to argue their superiority, while interest your students.
Google, Wikipedia the “Ideologies of Hate” described by the site o others claim that their special status
• Songs and videos mediasmart.ca This is summarised below:
• Video games and multiplayer platforms
Le ideologie di odio
18 media education and hate speech - workbook media education and hate speech - workbook 19a comment that they are playing a crucial role,
UNIT 4 AUTHOR: ZAFFIRIA believe contributes to
hate speech, modifying it
as if they were researchers
who needed to catalogue
in terms of the language and order their material.
used. The task is for the Asking them to pick out
analysing hate speech
students to maintain the the most-used words allows
same point of view (for TIME: 120 MINS METHODOLOGIES them to immediately focus
example, the view of on the words that are most
someone opposed to The methodologies used easily used to incite hatred.
in media communication
migration) while also concentrate on analysing
rewriting his or her media content at a linguistic
argument s in order level to ensure that the
to avoid hate speech. students remain focused
This activity is carried on the discourse, paying
out collectively, with attention to the words
the teacher supporting used and the construction
the linguistic analysis. EQUIPMENT of the arguments (or lack
of the various behaviours
described.
attracted more than
100,000 comments. 4
The goal is to make
the class aware that a PC, video projector, A3 sheets
thereof). In this case, the
debate is not based around STRATEGIES TO INVOLVE
posters representing the wide spectrum of points or Bristol boards, markers, what they think: instead, THE STUDENTS
Following this, the 4 emoticons are stuck up of view is acceptable, printed comments to hand what they think is called
emoticons used by the on the walls. regardles s of their out, printed emoticons for into question by the act of Stimulate their desire to
University of Florence The students are personal opinions, but the posters. cataloguing the thoughts research a topic together,
OVERVIEW INSTRUCTIONS for a national research given a selection of also that it is possible of others. The analysis is use participatory activities
project on online hate published comments to express these views based on a cooperative and encourage them to
In this unit, we aim to • Introduction... speech are presented and asked to subdivide without inciting hatred. approach and aims to make interact with social networks
track hate speech on the This module starts with to the class (available them by sticking them the students feel that they in a less superficial way.
web using videos and a video produced by at 0 http://www.bricks- on the various posters
Facebook messages. the Lithuanian Centre project.eu/wp/wp-content/ according to the
The emoticons used by the for Human Rights. In a uploads/2016/03/relazione_ categories suggested
University of Florence as waiting room, we see bricks_bassa.pdf ): by the emoticons (they
part of a research project a succession of people can also suggest their
on online hate speech invited to a casting call 1) Do-gooding own –
are presented to the for an advert. In the same 2) Angry - in some cases, the
students, who are asked room, waiting, we see a 3) Aggressive students suggested new
activity structure
to catalogue them. black man asking others 4) Resigned emoticons while working
A specific case study to help him translate on the definitions).
has been chosen but, as some posts published Students are asked to Af ter dividing them
a wide range of responses), and they are asked to
mentioned before, the on his Facebook page. give a definition of thes among the various divide them according to the criteria represented
most impor tant thing The video is paused 4 macro-categories: posters, these are taken The activity is complex and is divided into five and defined by the emoticons. This task allows
is for the material to be frequently to allow down from the walls. 4 phases. It can also be carried out across more than students to think about how to classify these
topical. In this case, the students to understand 1) According to them, groups are formed, and one session. The phases are: individual comments – what framework and
debate caused by the the content and the what are do-gooding each group is given a
creation and publication situation and also to comments and what do poster. The assignment
rules should they put in place to decide which
of a specific poster (more express the emotions they look like? is to find the 5 words 1) Presentation of the Lithuanian video “Experiment poster to stick each one to?
than 100,000 comments) they are feeling. that are repeated most - Translation” and first activity with sticky notes,
made it possible to track Speaking up amid the 2) What are the differences frequently. In this way, which gets students thinking about real-life 4) Once the comments have been categorised and
many points of view and silence of emotions between angry the students must reflect behaviour. What do I do when I encounter hate the posters filled up, the class is divided into 4
to work on some questions allowed the classes that comments and on the things written by
that remain topical today trialled the module to aggressive comments? others online. They must
speech online? The story presented in the video groups, with each one working on a different
(for example, discussions watch the video with a adopt the attitude of a asks a question: what would you have done? poster. The class carries out a quantitative
on presumed diversity). strong sense of 3) W hat are resigned researcher working on analysis that leads in turn to some qualitative
The analysis of the debate comments like? sources,c ataloguing 2) Presentation of the working tool for the analysis considerations: which words are used most
was the tool used to collect involvement. At the end material and offering of hate speech: the emoticons used by the frequently? The list of the 5 most-used words
data and information. of the video, a single In a group, using the an overview.
question is asked: what brainstorming method, All the posters/
University of Florence to catalogue hate speech in the 4 emoticon columns allows the teacher
would you have done? the aim is to flesh out emoticons are then messages are shown, and students are asked to guide the class in thinking about language,
In pairs, the students these definitions, always discussed as a group in to define the meaning of the emoticons and reasoning and conversational strategies.
discuss this question using the student s’ order to share the final then to use them to categorise the comments
and write their answers experiences and conclusions resulting handed out to them. 5) The last activity is to choose a comment as a
on a sticky note. They thoughts as a starting from a specific case
then stick the notes point. study. The students also
group and analyse it in depth: which words
onto the sheets of paper analyse the words that 3) The case study on which the class will work and arguments are put forward to support the
OBJECTIVES hanging on the walls, • The main activity... they believe were used together is presented: a poster published on viewpoint expressed; if necessary, how could
reading them aloud as At this point, the most often: what are the Facebook that was the subject of much debate. the comment be rewritten to avoiding inciting
1. To recognise hate speech. they do so. students are shown words? What do they Students are given a selection of the 100,000 hatred?
2. To tackle the issue of 4 students will attempt to the poster that was mean?
“what to do?”. summarise the reactions the subject of our case
comments published online (about thirty, to
3. To encourage the students of their classmates, study. It was published • To finish... ensure they see The goal of this unit is to learn to recognise hate
to participate. giving the class a “map” on Facebook, where it Ask the class to rewrite comments, even if this is limited to working on a
20 media education and hate speech - workbook media education and hate speech - workbook 21who are the commenters?
ANGRY
DO-GOODING CONFRONTATIONAL
AGGRESSIVE RESIGNED
22 media education and hate speech - workbook media education and hate speech - workbook 23single case study. In order for students to develop a sources UNIT 5 AUTHOR: ZAFFIRIA
more well-rounded ability to recognise hate speech
online, the activity could also be carried out with Lithuanian video “Experiment - Translation”:
other situations and different media content. In this https://www.youtube.com/watch?v=qNX1256eVw8.
what are we talking about?
unit, the question of “what to do” also arises; here
too, reinforcement activities are needed. Other
ideas are suggested in the “Going further” section.
going further stereotypes; cooperative
of a specific group of people
learning to ensure all
• To further showcase the work done by the students Messages of hate not allowed: the VoxNews (e.g. a documentary shown
students contribute and
on RaiTre Presadiretta,
with the comments published on Facebook, a Facebook page is closed down “Aiutiamoli a casa loro
provide a definition of hate
maths or technology teacher can be called on http://www.cartadiroma.org/news/cronache-ordi- speech that encompasses
(Let’s help them at home)”
the complexit y of the
to translate the information into infographics. nario-razzismo-chiusa-la-pagina-facebook-voxnews OVERVIEW from Monday 29th January
2018, or archive material TIME: 90 MINS phenomenon as well as
Reporting the results of a research project using how it relates to the lives of
graphs is also a way to summarise the most #nohatespeech. Facebook: unrestricted thinking The student s watch a that further explores Italian
teenagers.
documentary or material migration to Switzerland on
salient information and communicate with the for an unrestricted business? Belgium or the USA, etc.).
wider world: they can be shared by the students http://www.cartadiroma.org/news/discorsi-do- that can help them
There is a short debate
understand Italy’s migration
themselves on social media, they can be used by dio-e-business-virale that focuses the students’
phenomenon.
other classes, etc. initial thoughts:
“Coffee break” – participatory
Facebook hides a hate page activity in which the students
- What do you think of the EQUIPMENT
• Another activity that can reinforce the students’ http://www.quotidiano.net/minacce-su-facebo- create a shared definition video?
learning pathway relates to freedom of expression: ok-musulmani-ditalia-1.2038281 of hate speech. PC and video projector.
reading the comments posted under the poster
- Did you ever think that
Italians might have also
MATERIALS
opens up a debate on the fine line between hate • A further activity is linked to the theme of “what faced such difficult migratory
Videos, sheets of paper
speech and freedom of expression. to do”, referring back to the video “Experiment routes?
and colours.
What limits on freedom of expression do the - Translation”. This theme is developed by the The class continues to
students feel are “fair”, “necessary” and “appro- Media Smarts Centre (Canada’s Centre for Di- reflec t in groups with
priate”? We suggest a selection of articles that gital and Media Literacy - http://mediasmarts. the participatory “coffee
focus on Facebook. ca), which offers a Hate 2.0 Quiz that could be a break” activity: divided METHODOLOGIES
Using these practical case studies, the class can source of inspiration for the teacher or educator.
OBJECTIVES into small groups of 4-5
people, each person draws Analysis of media content,
have a more general debate on the limits between In the form of multiple-choice quiz questions, 1. To b u i l d a s h a r e d identification and
online hate speech and freedom of expression. students find themselves faced with potential definition.
a cup full of words that
they believe define hate consideration of stereotypes, PREREQUISITES
How do you “regulate” this freedom? Based on situations that might be encountered online, and 2. “It could happen to me” speech; a shared word is and cooperative learning.
– to understand that Watching the video, being
the students’ experience and knowledge, what they must choose the best reaction. Each multiple written on the middle tray.
hate speech concerns familiar with the “coffee
are the practical possibilities when tackling hate choice can lead to different considerations, and The phrases written down
everyone. break” activity - see the
during the Francesco Sole
speech encountered online? the students must therefore open their minds to video are handed back to
specific COSPE sheet.
new possibilities with respect to “how to react” the groups. Using the words
Articles and “useful responses”. on the trays, the whole class
Hate speech: we reported 100 comments that constructs a sentence to
incite hatred to Facebook, and 91 are still online The PDF of the lesson can be downloaded here: define hate speech. STRATEGIES TO INVOLVE
http://www.cartadiroma.org/editoriale/hate-speech http://mediasmarts.ca/sites/mediasmarts/files/ • To finish...
THE STUDENTS
pdfs/lesson-plan/Lesson_Hate2.pdf The educator or teacher
INSTRUCIONS helps the student s to
Generate empathy among
construct a definition of
hate speech that can be the students using the
• Introduction...
used by the class (and video, putting them in a
The module begins with
broadened, modified or situation where it is Italians
the whole class watching
corrected) for the entire who are described solely
a video on hate speech
rest of the activity. by means of negative
according to the definition
24 media education and hate speech - workbook media education and hate speech - workbook 25You can also read
