Future teachers confronting extremism and hate speech

Castellví, Jordi; Sabater, Mariona Massip; González-Valencia, Gustavo A.; Fernández, Antoni Santisteban

doi:10.1057/s41599-022-01222-4

Cited by 6 publications

(2 citation statements)

References 27 publications

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“…Para ello, la formación del profesorado se debe abordar desde la complejidad de lo que suponen los delitos de odio y fomentar los debates sobre la responsabilidad, los protagonistas y los argumentos expuestos. Estudios recientes (Arroyo et al, 2018;Castellvi et al, 2022;Castellvi et al, 2022;García-Ruiz et al, 2020;Ortega-Sánchez et al, 2021) concluyen que existe una falta de competencia sobre esta cuestión en el profesorado en formación, algo que se refleja en narrativas simplistas sobre los temas abordados y en estrategias limitadas para utilizar el contradiscurso en la práctica educativa.…”

Section: Discussionunclassified

Discurso político en redes sociales sobre el colectivo minoritario inmigrante: análisis de las narrativas e implicaciones educativas

2023

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En un clima de polarización como el que se vive actualmente, el recurso al miedo y a la descalificación, tan común en las estrategias políticas electoralistas, se topa con límites éticos y legales vinculados al discurso del odio y al enaltecimiento del terrorismo. Por ello, estudiar las dinámicas de redes que rozan la radicalización violenta, en general, y los discursos del odio, en particular, se torna vital. El objetivo del presente estudio es, en primer lugar, caracterizar los discursos en torno a la inmigración que proceden de los representantes políticos de los partidos principales de España y, en segundo lugar, evaluar dichos discursos en función del nivel de riesgo en el que incurren de cometer delitos relacionados con el discurso del odio. Para este fin, se utiliza una red social como sistema de análisis, Twitter, en la que se analizan 500 tweets relacionados con las palabras «inmigrantes», «menas» y «refugiados» de un total de 132.249 tweets de los diversos partidos políticos más influyentes. Los hallazgos apuntan a la existencia de un patrón estadísticamente significativo y antagónico entre los discursos de los partidos políticos PSOE y Vox ante la inmigración ilegal. Concretamente, se aprecia cómo mientras el primero destaca la parte más humanística de la inmigración y considera que es un problema que debe ser tratado internacionalmente, el segundo subraya las consecuencias negativas que puede tener esta situación en la seguridad de la ciudadanía española. Finalmente, se proponen diversas implicaciones educativas relacionadas con la competencia mediática y el empoderamiento del profesorado y del alumnado.

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Section: Discussionunclassified

Discurso político en redes sociales sobre el colectivo minoritario inmigrante: análisis de las narrativas e implicaciones educativas

2023

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“…For example, classrooms can play an essential role in counterspeech education as teachers already play an important role in educating students in handling digital risks and experiences [88]. However, as Castellví et al has shown, training and resources are needed to equip them with diverse strategies to construct effective counterspeech [18]. Therefore, resources in counterspeech education, which could be enhanced by AI [10], and continued work on understanding different strategies and effective responses [59,95] are highly necessary.…”

Section: Possible Tools To Address Barriers To Counterspeechmentioning

confidence: 99%

Counterspeakers’ Perspectives: Unveiling Barriers and AI Needs in the Fight against Online Hate

Mun,

Buerger,

Liang

et al. 2024

Proceedings of the CHI Conference on Human Factors in Computing Systems

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Counterspeech, i.e., direct responses against hate speech, has become an important tool to address the increasing amount of hate online while avoiding censorship. Although AI has been proposed to help scale up counterspeech efforts, this raises questions of how exactly AI could assist in this process, since counterspeech is a deeply empathetic and agentic process for those involved. In this work, we aim to answer this question, by conducting in-depth interviews with 10 extensively experienced counterspeakers and a large scale public survey with 342 everyday social media users. In participant responses, we identified four main types of barriers and AI needs related to resources, training, impact, and personal harms. However, our results also revealed overarching concerns of authenticity, agency, and functionality in using AI tools for counterspeech. To conclude, we discuss considerations for designing AI assistants that lower counterspeaking barriers without jeopardizing its meaning and purpose. CCS CONCEPTS• Human-centered computing → Empirical studies in HCI.

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Diversity and pluralism in Arab media education curricula: an analytical study in light of UNESCO standards

Hasan

2023

Humanit Soc Sci Commun

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Prior research looking at Arab experiences in media education, despite its importance, did not provide a comprehensive evaluation of the curricula and study plans in Arab media colleges and departments but rather treated media education in a narrow and partial way. Therefore, this study fills this research gap by analysing the curricula of 21 media colleges, departments and institutes in 10 Arab countries from a perspective related to pressing issues of the Arab world, namely, the issues of diversity, pluralism, rights and freedoms. Three levels of content analysis were adopted to evaluate media education in the Middle East and North Africa—specifically, the learning objectives for managing diversity and differences based on UNESCO’s Media and Information Literacy Curriculum for Educators and Learners. The results showed that 33.2% (79 out of 238) of the total number of learning objectives in the UNESCO curriculum were specific to the skills of managing diversity. The study classified them into five main areas: promoting human rights, equality, pluralism, the culture of dialogue, and the commitment to ethics. Emphasis on adherence to media ethics was the most evident in all of the Arab academic plans, followed by, to a lesser extent, the emphasis on promoting the culture of dialogue, peace, and understanding, and finally promoting human rights. The weaknesses were represented in the lack of clarity on the items related to pluralism, democratic practice, equality, and the empowerment of women. The paper concludes with a discussion of the importance of adopting deeper methods of analysis to evaluate the items on enhancing diversity management in all Arab education curricula, in addition to the importance of establishing a practical discussion among decision-makers and experts to integrate new media education into the curricula of media students in line with advanced international experiences and take into account the notion of cultural privacy.

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Future teachers confronting extremism and hate speech

Cited by 6 publications

References 27 publications

Discurso político en redes sociales sobre el colectivo minoritario inmigrante: análisis de las narrativas e implicaciones educativas

Discurso político en redes sociales sobre el colectivo minoritario inmigrante: análisis de las narrativas e implicaciones educativas

Counterspeakers’ Perspectives: Unveiling Barriers and AI Needs in the Fight against Online Hate

Diversity and pluralism in Arab media education curricula: an analytical study in light of UNESCO standards

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