"The Generation Africa project centres on the lived experiences of African youth, the largest youth demographic in the world, whose futures will determine the shape of global fortunes over the next few decades. Working with 25 filmmakers and production companies from 16 countries in Africa, the coll
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ection weaves together myriad narratives connected through the theme of migration. The stories are unique in that they give an insider perspective on universal themes, which can only come through stories told from the inside. Through global broadcasting partners and online distribution, many people around the world can watch these incredible stories of hope, loss and determination. However, awareness does not always necessarily lead to change or action.
This is where the STEPS learning methodology assists communities to come to terms with the subject matter and receive the tools to effectively engage an audience to elicit a constructive discussion. For over two decades, the STEPS learning methodology has assisted facilitators in explaining and coordinating screenings, and guiding subsequent discussions which has resulted in powerful yet empathetic group sharing.
With subject matter ranging from defending human rights to combating HIV/Aids stigmatisation, the STEPS outreach facilitation guides take an honest, people-first approach to dealing with real battles that millions of people around the world encounter. In this Generation Africa Facilitation Guide, facilitators will be equipped with the knowledge to host screenings (in-person and remote), understand how to use films to discuss social issues and guiding questions for a post-screening discussion." (Introduction)
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"Le projet Generation Africa est basé sur des expériences vécues par la jeunesse africaine qui est la plus grande démographie de jeunes dans le monde et dont le futur va déterminer la forme que prendra nos sociétés sur les décennies à venir. La collection comprend 25 réalisateurs et socié
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tés de production sur 16 pays et elle rassemble une myriade de récits liés autour du thème de la migration. Ces récits sont uniques dans le sens qu’ils nous offrent la perspective d’initiés sur des thèmes universels qui ne peuvent que ressortir de témoignages de personnes qui les ont vécus. Grâce à nos partenaires de diffusion de par le monde et la distribution en ligne, un grand nombre de personnes pourra visionner ces récits remarquables sur l’espoir, la perte et la détermination. Mais la sensibilisation ne se traduit pas toujours en changement ou action.
C’est pour cela que la méthodologie d’apprentissage de STEPS assiste les communautés à gérer avec le sujet et à recevoir les outils pour engager l’audience de manière plus effective, pour susciter une discussion constructive avec elle. La méthodologie d’apprentissage de STEPS assiste des animateur.rice.s depuis plus de deux décennies dans l’explication et la coordination de la projection et en les guidant durant les discussions qui s’ensuivent. Ceci a produit des partages en groupe qui sont importants et plein d’empathie Les sujets abordés peuvent aussi bien être liés à la défendre les droits humains qu’à la lutte contre le sigma du VIH/sida. Le guide de facilitation et de vulgarisation de STEPS a pour approche de se concentrer sur des personnes qui font face à des combats que des milliers d’autres personnes de par le monde vivent aussi. Dans ce Guide de Facilitation Generation Africa, les facilitateurs.trices apprendront à acceuillir des projections (en présentiel et à distance) et à utiliser des films pour discuter de problèmes de société suivi de questions pour suivre sur des discussions après chaque projection " (Introduction)
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"The intention of this Brief is to support sports organizations – clubs and associations at both the grassroots and professional levels – to better protect children online. It aims to help:
– Develop a dedicated child online protection strategy and policy, which can be integrated into existin
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g child protection frameworks or guidelines and into child-friendly statements.
– Develop specific procedures and codes of conduct to promote safe online practices for children, young people and staff (e.g. for the use of videoconferencing platforms, social networks and Wi-Fi services).
– Define a protection focal point to receive reports and complaints from victims of online violence and establish mechanisms to respond effectively, linking victims to the appropriate support and referral services.
– Provide capacity building for children, coaches, parents, educators and staff, and support efforts towards the development of their digital skills." (Page 2)
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"In sum, this evaluation provides evidence that the Kembali ke Hutan (Return to the forest) project through drama, discussion show, and social media output can engage young Indonesians in topics that they previously were not interested in by breaking down the issues of deforestation in climate chang
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e into tangible topics that they can relate to. By connecting with young people, the media content has been able to increase their knowledge, motivate them to be involved and encourage them to take simple actions. Whilst this phase, has also driven more discursive dialogue in these issues, the results show that there is more scope to increase participation in these issues, stimulate discussion and increase people’s risk perception that these issues need to be taken seriously as they will impact their lives." (Conclusion)
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"The trending hashtags analysed in this study all appeared at the onset of the Covid-19 pandemic in 2020, when a range of Western media suggested that the African continent would be hit worst. However, as Western nations (such as the US and the UK) struggled under increased disease burden, content s
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uch as the #DontRushChallenge, #DontLeaveMeChallenge and #JerusalemaChallenge kept global social media audiences entertained and aware. These challenges should not be underestimated for their subversion of the idea of what popular narratives Africans can produce and engage in. The fact that a gospel Zulu song became an anthem for collective Covid-19 solidarity and entertainment is significant. Many users would not have understood the words of the song or identified the religious genre it belonged to. But the song's Creolisation of African cultures, through its infusion of Angolan dance techniques created a hybrid African cosmopolitan aesthetic that was easy for others to partake of. Thus emerged a sort of “solidarity from below”, as discussed in the literature review." (Discussion, page 11)
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"This article examines the roles of social media on youth’s political participation in the 2019 General Elections in Nigeria. It interrogates the roles played by these communication tools in the emancipation and agency of youths while revealing the double-edged implications the devices may have on
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the democratic processes and aspirants. The article employs both primary and secondary methods of data sourcing. Primary data were obtained from in-depth interviews with social media ‘influencers’ who played vital roles during the 2019 General Election in Nigeria. Further data were obtained from selected social media accounts of prominent politicians and analysed using content analysis. Secondary data were extracted from books, articles, newspapers and magazines. Also, the study was contextualised using use and gratification theory. The study concluded that social media played a vital role in the 2019 General Election in Nigeria. It revealed how social media contributed to citizens’ power and agency through debates and narratives which were instrumental in agenda-setting for the ruling class and citizens’ democratic expectations." (Abstract)
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"The project "Empowering young people in Africa through media and communication" aims to build media professionals' capacities, both men and women, in the treatment of information on various aspects of migration (irregular, legal, intra-regional, female, etc.), in order to guarantee public access to
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quality information on migration, and to enable local populations, especially young men and women, to take informed decisions on migration." (The project, page 4)
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"While political communication scholarship has long underscored the importance of political talk—casual conversations about news and politics that occur in everyday situations— as a way for citizens to clarify their opinions and as a precursor for political engagement, much of this literature te
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nds to depict political talk as uncomfortable and difficult for citizens. Yet, this focus on the challenging aspects of political talk has been informed predominantly by the US context. To what extent may a different picture emerge when looking across different cultural contexts? And how are these dynamics shaped by the affordances of the multi-platform social media environment? This paper explores these questions through a unique dataset of 122 qualitative interviews conducted between 2016 and 2019 with young people (ages 18–29) from five countries: Argentina, Finland, Israel, Japan, and the United States. Rather than solidifying the avoidance of controversial political talk as the key strategy at the disposal of young people, our findings point at a five-pronged typology of young people, with each type representing a different approach toward political talk. Our typology thus contributes to a more comprehensive and nuanced picture of various approaches towards political talk employed by young people across different countries and in relation to different digital media affordances." (Abstract)
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"In dieser fächerübergreifenden Unterrichtseinheit werden die Schülerinnen und Schüler für das Thema digitale Achtsamkeit sensibilisiert. Sie sollen erkennen, dass es wichtig ist, selbstbestimmt und vernünftig über die Verwendung digitaler Medien zu entscheiden. Oft lassen wir uns von Emotion
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en leiten und verfallen in Nutzungsmuster, die auf Dauer vielleicht nicht gesund sind. Die Lernenden sollen dies durchschauen und Strategien entwickeln, ihr Verhalten zu reflektieren und ggf. anzupassen. Ebenso lernen sie, dass es Apps und Internetangebote gibt, die dabei helfen können, gesünder zu leben und lernen, wie man diese Angebote finden kann." (Seite 2)
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"In dieser Open-Access-Publikation stellen Katharina Kärgel und Frederic Vobbe anhand sieben typischer Fallbeispiele Handlungsempfehlungen für einen adäquaten Umgang mit mediatisierter sexualisierter Gewalt dar. Die Empfehlungen sind das Ergebnis des vom Bundesministerium für Bildung und Forschu
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ng geförderten Projekts „HUMAN“. Sie wurden empirisch unter Beteiligung von Betroffenen sowie Expert*innen der Bereiche Recht, Psychologie, Pädagogik und Soziale Arbeit entwickelt. Sie umfassen jeweils Fallreflexionen sowie konkrete Handlungsansätze. Digitale Medien sind Instrument und Kontext sexualisierter Gewalt gegen Kinder und Jugendliche. Sie müssen bei Übergriffen durch zuvor fremde wie nahestehende Personen stets mitbedacht werden. Ihr Einsatz verstetigt die Belastungen Betroffener und führt zu einer hohen Komplexität von Interventionen." (Verlagsbeschreibung)
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"Seit 2016 bietet das öffentlich-rechtliche Content-Netzwerk 'funk' konfektionierte Inhalte für die junge Zielgruppe. Bekanntheit und Reichweite des öffentlich-rechtlichen ContentNetzwerks nehmen seitdem stetig zu. YouTube und Instagram wurden 2021 als Primärplattformen bespielt, da sie von 14-
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bis 29-Jährigen am intensivsten genutzt werden. Bei der Nutzung der funk-Angebote zeigten sich plattformbezogene Unterschiede bei inhaltlichen Präferenzen und Interaktion." (Kurz und knapp, Seite 364)
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"The Digital citizenship education handbook is intended for teachers and parents, education decision makers and platform providers alike. It describes in depth the multiple dimensions that make up each of 10 digital citizenship domains, and includes a fact sheet on each domain providing ideas, good
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practice and further references to support educators in building the competences that will stand children in good stead when they are confronted with the challenges of tomorrow’s digital world. The Digital citizenship education handbook is consistent with the Council of Europe’s Reference Framework of Competences for Democratic Culture and compatible for use with the Internet literacy handbook." (Back cover)
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