Refugees, the media and education
Media coverage of refugees tends to use emotive language and has some sort of bias. This project looks at the media coverage of refugees, specifically at the language used. It aims to increase awareness and understanding of the biases in the media, and to show that different media outlets can cover the same story in many different ways. This can be done in a couple of different ways - through visual representations of important or striking points using posters, and through different educational activities. Although this project was imagined with university level students in mind, it could be used with any school group, depending on the source material or media types chosen. The purpose of this project, and the posters and educational materials, is not to give students the correct information and tell them their beliefs are wrong. Rather, it is to increase students' understanding and awareness of the language used by media outlets and how this language contributes to our own biases and beliefs.
This project looks at the language used in media coverage of refugees, and aims to increase understanding and awareness of this issue, both through education and the creation of posters
Our topic analysis / Initial ideas
For all of these activities, the intended audience is students. However, they could be used with younger schoolchildren with age appropriate materials. These activity ideas could also be used for any topic in the media, not just refugees. The main aims of all of these ideas is not to change people's views; rather to increase awareness and understanding of how language in the media is used carefully in order to convey an idea to the readers/viewers of that media source. comprehension questions
perhaps the most traditional exercise with a newspaper text. Students are given an article, and asked to answer some questions about it. This could lead into a discussion of the main ideas.
comparing headlines and stories
to focus on the filtering of information by different media types. Students are given different headlines for the same story, or different versions of the same story, and have to work out why these headlines and stories are different. They could also be asked to work out the common features of the stories, and so which parts are the most likely to be true. This could also be done in a multilingual class with students bringing in headlines or stories from their own native languages for comparison.
especially using more sensationalist headlines, like in tabloid papers. Students would be asked to read a headline and imagine what the story will say. They would then be given the real article to read, and
then come up with a more accurate, less sensational or exaggerated headline.
in order to show the language and specific words used in the media. The class would be given a series of different articles from different sources, and would have to pick out descriptors, eg for immigrants. Once the class has their own statistics fo r how refugees are described in the media, they could compare them to statistics produced by official channels, such as Ipsos MORI, a research company in the UK.
RESEARCH METHODS USED:
(frequency of usage of specific words)
• Webpages research
(media enquiries conserning glossaries)
• Linguistic analysis of words
(connotations, use in other sources)
Basia Krajewska (PJAIT)
Katriona Armstrong (UWS)
The only one inscription which says ‚world’ contains a fading letter ‚l’. „
World’ without an „l” is just „word”.
Metaphorically it means how a small thing, a detail might challenge the bigger picture, change it’s meaning and perception of it. Besides that, the message behind it is that words kind of create the framework of our world, because words are those that describe it.
Going deeper to the topic with the use of mind maps
The project is based on the research of immigrants on the labour market in Greece. Its purpose is to go deeper to the topic and try to understand the current situation. We would like to highlight the importance of the long term prediction. It should be applied to the labour market in Greece. It is crucial to be aware of the fact that Europe can not stand without inux of the immigrant workforce. Our target group are local people and foreigners. Τhe idea is to organize the workshop for everyone who is interested in developing the long term planning skills.
The long term prediction
in terms of labour market
issue is crucial.
RESEARCH METHODS USED:
• Study visits
• NGOs statistics
• Case studies
• Close reading
• Comparative analysis
• Historical perspective
Agata Juszkiewicz (PJAIT)
Magda Golba (WSE)
Testimonies, integration and interaction
Having as a baseline the idea of collecting testimonies, the main purpose is to give an opportunity of sharing personal experiences concerning integration, to those who want to and who wish for any improvement on it. Our target group was migrants and refugges of all ages, but we decided to put more emphasis on the teenagers and to add the locals as a category as well. Our idea is to collect testimo-nies, to compare, study them and share them,in order to make visible the unvisible points like common and different phenomenons.
These projects aims in using
written and verbal stories as a
tool for dissemination of actual
integration experiences and for educational purposes (academic and non-academic)
Our way of thinking
First of all, we wanted to make clear how information was going to be collected and this is why we thought we could collect data from two main areas, either the academic or the non-academic one. By approaching in an academic way to teenagers, who are our main target group, we came to the conclusion that it can be effective and useful to get information, or in other words testimonies from their own personal experience, by means of teaching them a new language or helping them to integrate into a new culture or society. At this point, integration was defined as a key word in our project since in order to achieve our main goal, which is evidence or data, we first need to make sure that our target group is integrated in their new society. Regarding our main outcome, from an academic point of view, we can apply these testimonies in a classroom in order to make our students be aware of the main i ssues migrants have to deal with when integrating in a new culture which is far away from their own. Moreover, we also think, it may be helpful for them to know how and why they can support new migrants, and this would be done by means of showing them the main issues that these migrants have to face or even which their main worries, problems dis/advantages are.
RESEARCH METHODS USED:
(layers of integration)
Ana Maria Costa Benito (UWS)
A phenomenological approach to learning
This project will look at theories of phenomenology and peripatetic philosophy and their applications in both a practical and an educa-tional setting. The aim is to get participants thinking about their own perceptions, presumptions and unique way of experiencing the world around them. Doing this will enable dialogue to be opened on topics such as ‘migration’, ‘place and belonging’, ‘identity’. These discu-ssions can help to build personal awareness and empathy in the participants, and hopefully give them the tools to think critically around issues of migration. Participants will ‘walk’ a planned route and note their own experiences in whatever way they wish (notes, sketches, photographs etc.) and then talk as a group to discuss
The 'Walk' in Athens
We planned and went on a 'walk' through Athens to see if the outcome was in line with our thinking and the theory we had read. The outcome was very interesting and confirmed to us that we were on the right track with our project. We both come from different backgrounds (one a native Athenian and the other a first time visitor from the UK) so our experience of 'the walk' was already hugely different. What was new and exciting to the visitor was barely noticed by the native, and what was considered highly important to the native was not always understood by the visitor. We found that we made use of all of our senses during 'the walk'. Smells, sounds and sights were recorded in notes and photographs, which were then shared upon our return to the Lab. We also discussed the possibility of stop-ping to sketch along the route, but were limited by time on the day.
When we discussed our individual experiences of 'the walk' together, it was amazing just how differently we saw the exact same places. The visitor had noticed the smell of meat in the air on a busy
shopping street, where as the native had been more focused on the amount of traffic in the area.
After our discussion, we brainstormed a list of 'factors' that could affect a persons experience of a place, they included; age, gender, religion, height, weight, medical condition, cultural background, languages spoken, place of birth, culture, education level, social status, reason for being in a particular place, and economic status. It would be an interesting exercise to think about how these factors could affect a person doing the same walk through Athens.
RESEARCH METHODS USED:
• Co - experience
• Route records, sketches, pictures, visuals
Claire Elizabeth Caunce (UWS)
Common wisdom, proverbs & idioms about migration
Since we are working on an educational project about migration with aims to educate about the issue and work out how to teach about it using a mix of social studies and art and design methods in Higher Education we are gathering insights about this from different cultures. The examples gathered will be used in students' visual communi-cation projects developed in-class throughout the duration of the ALIEN project.
We are collecting via an online form, proverbs, sayings or wisdoms from different cultures and languages (with a translation into English) connected to hospitality, accpeting guests, integration or migration - or any related issue.
Proverbs on migration,
integration & hospitality
Write your proverb here
RESEARCH METHODS USED:
• Observation: Site visits
• Grafitti: Street wisdom
Kinga Garnette-Skorupska (PJAIT)
Tarja Nieminen (AALTO)