The project partners met in Dublin, Ireland (9-11 April 2019) to define activities to be incorporated in the pilot training and to define even further the expected impact of our project.
It is all about impact, right? Well, we can now feel that the abstract approach to research in our EMAC project has already changed our outlook of our work and personal practices, because after completing the Terminology and Guidelines research part of the project we dedicated part of our meeting in Dublin to discuss how we all have become much more aware of the words and terms that we used when talking about our communities and realities. We have learnt new terminologies, but most importantly, we have learnt the need to be aware of how terminology changes and that we should always consult with our guests, trainees, etc on how they would like to be (or not to be) identified.
What we want to learn
In the four months since our meeting in Seville, all partners made an effort on defining and defining the learning outcomes for our training plan. Focusing on the final result of the training was a good way to find then activities and methodologies that would work towards that desired result. Our Austrian partner, Commit, made sterling work in summarising and defining the partners’ expectations. So, this is the final result, after further review, consultation and changes during the Dublin meeting:
- Learners are able to identify and explain, discuss and apply appropriate terminology when reporting on migrants, ethnic/religious minorities, LGBTQIA+, people with disabilities, women, youth and senior citizens. (criteria/list to be put in a working sheet)
- Learners are able to identify and explain, and apply ethical criteria for inclusive and constructive reporting with respect to the concerned social/cultural group.
- Learners are able to identify cases of adequate and inadequate media reporting and discuss the impact it has on audiences/readers perception of migrants, ethnic/religious minorities, LGBTQIA+, people with disabilities, women, youth and senior citizens.
- Learners are able to use strategies to avoid stereotypes in reporting and communicating in the media.
- Learners understand the relevance for migrants, ethnic/religious minorities, LGBTQIA+, people with disabilities, women, youth and senior citizens to get a voice in the media and have an idea of how to implement it.
- Learners are able to apply existing journalistic research skills regarding verification of information and sources with regard to reporting on migrants, ethnic/religious minorities, LGBTQIA+, people with disabilities, women, youth and senior citizens.
- Learners know where to find legislation, regulation and procedures governing asylum and migration processes and on the rights of ethnic/religious minorities, LGBTQIA+, people with disabilities, women, youth and senior citizens (e.g. equality laws). They are also able to find sources that can explain them in an understandable way.
- Learners are better equipped to understand the principles of and limits to freedom of expression and its misuse when it comes to hate speech.
- Learners recognise hate speech, and identify how and why is being used (eg. trolling, racism, sexism, political, mobbing, …)
- Learners are better equipped to challenge, and are aware of the mechanisms, to denounce hate speech. (e.g. report to NGOs, to the channel provider/intermediary (facebook, twitter, youtube), or bring a case to court).
Now, the next step till the next meeting, in Tubingen, Germany, will be to find, select and/or adapt, or create activities that will work towards the achievement of the this aim.