"The Advocates Coalition for Development and Environment (ACODE) together with the International Institute for Environment and Development (IIED) organised a two and a half day training workshop from 20th to 22nd February 2013, for the Uganda-Poverty and Conservation Learning Group members (U-PCLG)
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and journalists from various electronic and print media houses. The major objectives of the workshop were: for the U-PCLG members to learn and acquire skills on how to become an effective policy advocacy network; for journalists to learn how to report on poverty and biodiversity conservation." (Background and Introduction, page 4)
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"Dance, music, and oral narratives are an important and vibrant part of cultural practice and heritage in Timor-Leste. But while Timorese people have used such creative methods and processes during rituals, celebrations, and their fight for independence, today arts and artistic expression become an
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increasingly popular strategy in development cooperation. Especially different forms of so-called participatory theater with origins in development cooperation, arts, and social movements, present themselves as innovative, participatory, and well applicable in terms of capacity building and stimulating positive social transformation. Based on the author’s experience and observations, this article critically examines the alliance between various stakeholders in Timor-Leste engaging with the fact that the current scene of participatory theater can hardly be seen as an independent grassroots or even social movement, rather than an initiated top-down process by donors with specific agendas." (Abstract)
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"This guide is designed to help facilitators and educators to engage with audiences. The aim is to deepen the understanding of the underlying causes of poverty and inequality as explored in the Why Poverty? films. Why Poverty? uses documentary film to get people talking about poverty. The collection
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is made up of eight long films and thirty-four shorts by award-winning filmmakers, as well as new and emerging talents. The stories, originating from twenty-eight countries, are moving and thought-provoking as they tackle big issues and pose challenging questions. In November 2012, these films were screened worldwide on more than seventy national television networks and are now available online and on DVD. It has been said that, in this century, we have the tools and potential to overcome extreme poverty. But poverty persists, and the gap between the poor and the wealthy continues to widen. The demographics of poverty are also changing, with new poverty emerging in the North and new wealth emerging in the previously poorer South. Poverty and inequality is global, and the causes for its continued existence are largely structural. The long films explore these structural causes, whether they are tax evasion by multinational companies, lack of land rights for the poor, unequal access to health care, or gender imbalance. The short films provide glimpses into people’s lives as they try to deal with poverty and inequality. All the films can be watched as separate and complete stories. But as a collection, they provide a great platform from which to delve into questions about why poverty still exists in a world of plenty." (Introduction)
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"This manual is for media practitioners and social activists who wish to use the power of entertainment and mass media to promote health, human rights and social justice. Drawing on successful stories and case studies from Africa and elsewhere, this manual aims to inspire, give fresh ideas and share
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experiences of interesting edutainment programmes. If you are a social activist or development worker, it will introduce you to the exciting opportunities that edutainment presents. If you are an edutainment practitioner, it invites you to think about your own practice, whether you are using multimedia, TV dramas, radio talk shows, theatre, social media or on-the-ground community dialogues and advocacy." (Page 3)
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"In early colonial times, European scientists explained and justified the aggressive and devastating expansion of Europe into nearly every corner of the world. Africans, for example, had been dehumanized, infantilized and bereft of history. The legacy of this manipulative enterprise can still be obs
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erved in various discourses of Africa in Western media and education. Induced into the Western cannon by Hegel, the notion of unhistorical Africa persists to the present day. Which role does contemporary education play in the manifestation of this ignorance? This paper analyses the role Africa occupies in German history textbook narratives. In only one of four textbook series, the existence of African history before the European “discovery” (the term is literally used by the books) is merely acknowledged. Others would not even explicitly (by text or maps) place Ancient Egypt in Africa, in accordance with Hegel. Pre-colonial Africa is absent from text, it can be sometimes found on the maps as a passive receiver of conquest or trade. The post-colonial history is largely reduced to the explanations of why Africa is “poor”. African sources and history archives are rarely used, priority is given to German or other Western sources. We argue that this persistent marginalization of Africa and Africans throughout the history curriculum in Germany needs to be urgently addressed by history educators and policy makers." (Abstract)
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"This report is an evaluation of the methods and tools used by the Red Cross and Red Crescent to communicate with communities following the devastating 2010 earthquake in Haiti. The study draws recommendations for the continued and more effective use of communications to engage with communities in H
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aiti and elsewhere in the future." (Back cover)
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"The media reporting of the Ethiopian Famine in 1984-5 was an iconic news event. It is widely believed to have had an unprecedented impact, challenging perceptions of Africa and mobilising public opinion and philanthropic action in a dramatic new way. The contemporary international configuration of
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aid, media pressure, and official policy is still directly affected and sometimes distorted by what was - as this narrative shows - also an inaccurate and misleading story. In popular memory, the reporting of Ethiopia and the resulting humanitarian intervention were a great success. Yet alternative interpretations give a radically different picture of misleading journalism and an aid effort which did more harm than good. Using privileged access to BBC and Government archives, Reporting Disasters examines and reveals the internal factors which drove BBC news and offers a rare case study of how the media can affect public opinion and policymaking. It constructs the process that accounts for the immensity of the news event, following the response at the heart of government to the pressure of public opinion. And it shows that while the reporting and the altruistic festival that it produced triggered remarkable and identifiable changes, the on-going impact was not what the conventional account claims it to have been." (Publisher description)
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