A Dialogic Approach to Combating Hate Speech on College Campuses

Hatfield, Katherine L.; Schafer, Kellie; Stroup, Kristopher A.

doi:10.1207/s15456889ajc1301_3

Cited by 3 publications

(1 citation statement)

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“…Education in the construction of counter-narratives to hate, as Davids [ 75 ] proposed, also implies inquiring into the limits of the forms of ‘tolerable narratives’ within democratic contexts and the legitimacy of the right to the expression of divergent points of view, but contrary to liberty. Hatfield et al [ 76 ] provided one of the keys when defending the promotion of dialogical analysis to confront hate speech and to drive change within higher education.…”

Section: Discussionmentioning

confidence: 99%

Hate Speech, Emotions, and Gender Identities: A Study of Social Narratives on Twitter with Trainee Teachers

Sánchez

Blanch

Quintana

et al. 2021

IJERPH

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The objective of this study is, on the one hand, to analyse emotional responses to the construction of hate speech relating to gender identity on Twitter. On the other hand, the objective is to evaluate the capabilities of trainee primary education teachers at constructing alternative counter-narratives to this socially alive issue, surrounding the approval of the Ley de Identidad de Género [Gender Identity Law] in Chile, in 2018. With this two-fold objective in mind, quantitative, descriptive, and inferential analysis and qualitative analysis techniques are all applied. The results inform us of the influence of socially constructed emotions and feelings that are expressed in social narratives. However, the narratives of the participants neither appeared to reach satisfactory levels of reflection on the social issues that stirred their own emotional responses, nor on the conflict between reason and the value judgements that they expressed in the digital debate (counter-narratives). These results point to the need to consider both emotions and feelings, as categories of social analysis, and to reflect on their forms of expression within the framework of education for inclusive democratic citizenship.

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Section: Discussionmentioning

confidence: 99%