"This preliminary technical report examines the relationship between media uses of Lebanese youth and their potential attraction to extremism—broadly conceived. The study focuses on school students aged 14 to 18 and their teachers. It is based on 16 focus groups distributed across the country and
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covers a total of 80 students and 80 teachers. To research youth’s media uses and their understanding of media and digital literacy, the study examines their use of various media tools: traditional and digital media, as well as social media, games, and smartphones. The qualitative study reveals various types of extremist inclinations among youth, including religious/sectarian, political, familial/tribal, and racial extremism. Some patterns of extremism may be linked to students’ uses of the Internet and social media, as a catalyst or trigger for action. The widespread use of chatting applications shows a potential risk for connection with extremist groups, while the use of violent video games demonstrates a potential link to students’ violent reactions in their communities, as the examples in the report show. Consistently, participating students are especially drawn to violent, horror and action films. The study also reveals that students are less interested in watching television, which has declined in favor of new media platforms. When it comes to policies regarding media uses that aim to protect students from extremism, few schools have them, yet all except one school teacher expressed concerns about their students receiving media messages that incite violent behavior and lead to recruitment by extremist groups. The teachers expressed fear that their students may be potentially encouraged through new media to engage in risky and violent acts, including extremism, terrorism, early sexual behavior, and drug abuse. Despite this fear, findings show that extremism among the young students was the most limited in schools where clear policies regulate media uses, curricula include some digital and media literacy instruction, and teachers follow up with students when they detect signs of extremist behaviors." (Abstract)
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"Based on a bibliometric and scientific study of research conducted in Europe, North America, Latin America, the Caribbean, the Arab world, parts of Africa and Asia on the links between the use of social media and the phenomena of radicalization, the Report analyzes more than 550 studies published i
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n scientific literature and “grey literature”, covering outputs in English (260), French (196) and Arabic (96). It shows that very little research has focused on the effective role of the use of social media in violent radicalization. Although many articles deal with electronic strategies and the use of the Internet and online social media for recruitment, there are very few empirical studies that describe and examine the real effects of these strategies on youth, and they rarely examine gender aspects. The Report examines the specificities of online prevention initiatives: counter/alternative narratives and media information literacy (MIL). Several formal and informal MIL initiatives have been implemented around the world according to MIL as a pedagogical practice with a specific set of skills that can respond to narratives of anger and revenge." (Executive summary, page 5)
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"Esta guía elaborada por la Fundación Secretariado Gitano (FSG) tiene como objetivo principal ofrecer orientaciones a las organizaciones que trabajan por la igualdad de trato y la no discriminación, a agentes clave y a la ciudadanía, sobre qué es el discurso de odio y cómo combatirlo más efic
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azmente." (Introducción)
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"What were Soviet influence and disinformation campaigns? What did the West do about them? This study answers these questions, explaining the Cold War strategies followed by the USSR, as well as the Western response. Eleven case studies follow, each one examining a counter-disinformation tactic in d
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epth, with comments on the relevance of that tactic today. The first seven case studies focus on defensive tactics aimed at stopping Soviet propaganda in the West, while the latter four focus on offensive tactics used to promote accurate information and democratic messages to the USSR and beyond. The conclusion features a deeper examination of the difference between modern Russian propaganda and its Soviet antecedents." (Abstract)
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"1. There is no clear or consistent definition of fake news; 2. Fake news is not a new phenomenon, nor is it limited to social media; 3. There is a dearth of evidence about the scale, dissemination or effects of fake news; 4. Fake news is a symptom of much broader structural problems with our digita
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l information environment; 5. Remedies solely or heavily based on technological fixes or market-driven corrections will not, on their own, address these problems; 6. Any hasty attempt by government to introduce measures to address fake news will have unintended consequences – some of which are likely to be damaging to free speech and democratic discourse; 7. The government could seek to better understand the conditions that enable fake news, consider progressive interventions to promote and sustain public interest news and information, call for greater and more transparent self-governance by tech platforms, and inquire into the use of digital platforms for political campaigning." (Summary)
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"WE CAN! is the latest addition to our toolbox against hate. The most damaging examples of hate speech are often grounded in simple stories, which are repeated over and over again in different forms. The migrants “taking our jobs” narrative, for example. Or the consistent claim, made by radicals
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, that Islam is “under attack”. Such narratives often remain unchallenged, either because they have become commonplace, or because they are delivered in sophisticated ways. This manual will therefore help young people and educators confront, dismantle and replace hateful narratives. There are no short-cuts: the reader will not find in these pages a single statement, slogan, meme or caricature to counter all hate speech. You will, however, be guided in identifying the dangerous story-telling that chips away at our communities. Even more importantly, you will find tried and tested methods to propose powerful alternatives. Not simply telling different stories, but building and deploying more truthful accounts of the world around us which encourage others to challenge prejudice and think critically, and which deepen our knowledge and understanding of one and other." (Preface)
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"Nadia Sraieb-Koepp shares her experiences designing participatory media campaigns and visual strategies that helped facilitate the democratic transition in Tunisia in 2011. She offers her thoughts about the need for inclusive social media strategies designed to counter recruitment messages targetin
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g youth by violent extremists." (Introduction to part 5, page 241)
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"This guide is driven by the need not to add to the library of information on violent extremism but to underscore a message often missed: to reach young people effectively, we must respect their ability to grasp the reality of injustice, intolerance, and inequity [...] we found that three key messag
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es emerged from our analysis of all Youth Contributor submissions. For each key message, we have identified a corresponding framework to guide policy support to empower stakeholders.
1. Peace, empathy, and compassion cannot be taught. These are skills that are only fully realized through experiential learning and lived experience.
Policy Action: Provide opportunities for exchange and interaction and create conducive environments in which young people can develop and practice these skills.
2. Start now. Stakeholders can take immediate and important actions, even small actions, to support a culture that prevents violent extremism. No one needs to wait for permission or a comprehensive set of instructions.
Policy Action: Provide resources such as technical support, financing, guidance, and networks to empower actors.
3. This is a long, slow process. Preventing violent extremism requires the development of a resilient culture. It is the work of expanding opportunity. All stakeholders can play critical roles in making this culture a reality." (Preface, page 10-11)
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"The aim of this handbook is to provide civil society campaigners with the knowledge and skills they need to undertake high quality counter-narrative campaign evaluations. It presents model frameworks and case studies of successful counter-narrative M&E, as well as a range of useful tools and resour
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ces that counter-narrative campaigners can use to support their M&E efforts, including: A description of key metrics and how to interpret them; An explanation of various research methods that can be used in online M&E; Guidance on potential risks and ethical considerations for counter-narrative M&E; A flexible M&E framework that can provide a starting point for evaluation planning; Three case study examples of high quality counter-narrative campaign evaluations; A glossary of key M&E terms; • An index of useful online M&E tools." (Page 3)
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"The Council of Europe Seminar, Combating Sexist Hate Speech, brought together a group of around 60 participants, including human rights and women’s rights activists, youth leaders, journalists and policy makers to challenge sexist hate speech, its causes, forms and consequences, and to propose so
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lutions to counter it [...] A wide range of proposals for actions by different stakeholders were made during the Seminar, highlighting the fact that sexist hate speech is an issue that should be addressed not only by the different sectors of the Council of Europe, but also by national governments, the media and civil society organisations. Specific activities were proposed, such as the creation of a logo and online stickers, the use of videos, the promotion of strategic litigation and the organisation of feminist camps for young women. Specific recommendations were also made regarding the role of the media sector, including platform providers and the need for codes of ethics to ensure more effective moderation in social media; and active gender equality policies regarding media content but also in the media sector. A set of necessary policy actions to address sexist hate speech were also identified, including clarifying concepts and definitions, eliminating gaps in legislation, especially related to combating violence against women, eliminating sexism from the language and practice of all institutions, promoting gender equality and media literacy training, and promoting the integration of a gender equality perspective in all aspects of education." (Summary, page 5-7)
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"This paper seeks to provide some initial guidance as to what Countering Violent Extremism (CVE) is and what it means for the media development sector, its donors and other organizations that work with media developers. The paper also discusses challenges and implications of VE and CVE for media dev
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elopment and how media development work is relevant to CVE and CVE efforts." (Introduction)
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"Part I focuses on 'Counter-Narratives', looking at the evidence relating to strategic policy communication strategies and counter-propaganda techniques. This reflects literature from policymakers, think-tanks, and civil society initiatives rather than the academic literature base. Current literatur
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e and policy concerned with countering propaganda is dominated by the language of ‘counter-narratives’ but a common understanding of this relatively new lexicon has yet to emerge. There is little hard evidence that proves interaction with VE content leads to participation in VE activities [...] Part II looks at “Alternative Approaches” to the use of the media to counter violent extremism, drawing on insights from the “media development” and “media assistance” sectors, and research into whether mass media and new communication interventions can inhibit identity-based violence in certain crisis situations. The theoretical foundations for these alternative approaches are supported by a stronger and more established research base, drawn from the multi-disciplinary fields of development, peace building, and social cohesion. Media projects have less impact if seen to be linked to a political agenda. A growing evidence base suggests that radio and television drama addressing issues of identity, reconciliation and tolerance have a positive an impact on public attitudes and behaviour. Media assistance can ensure that local and domestic media can respond appropriately to VE narratives." (Executive summary)
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"This report describes how media development practitioners perceive the expansion of the Countering Violent Extremism (CVE) agenda’s influence into various aspects of their field, and the different and sometimes ambivalent ways in which they respond to these perceptions. Two conclusions emerge str
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ongly from these interviews. The first is that the efforts to distance CVE conceptually from media development are not providing the guidance needed to navigate an increasingly blurry line between the two fields in practice. The second is that audience reception studies and investments in media information literacy are needed, yet receive inadequate attention in CVE efforts and funding." (Conclusion)
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"Counter speech is a way of responding to hateful messages. If left unchallenged, the peddling of myths, lies, and the use of hateful rhetoric and abuse can lead to more harm being done - especially when individuals are targeted without knowing there is support out there and ‘haters’ gain more c
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onfidence about expressing their views both on and off-line." (http://www.stoppinghate.getthetrollsout.org)
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