Nadia naffi-Learning About Oneself an Essential Process to Confront Social Media Propaganda Against the Resettlement of Syrian Refugees - Ph.D. Defence-2017
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Civic educators, social workers, curriculum developers, policy makers and parents concerned with the takeover of social media by hate speech proponents can apply these findings and help youth withstand manipulation and fight racism, hate speech, radicalization, and cyberbullying through the Get Ready to Act Against Social Media Propaganda model generated by this study. The model includes five iterative stages: Question, analyze, design, prepare and evaluate.
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Nadia naffi-Learning About Oneself an Essential Process to Confront Social Media Propaganda Against the Resettlement of Syrian Refugees - Ph.D. Defence-2017
- 1. Learning About Oneself: An Essential Process to Confront Social Media Propaganda Against the Resettlement of Syrian Refugees Nadia Naffi December 18, 2017 Oral Examination for the Degree of Doctor of Philosophy
- 5. Paris Cologne Nov Dec Jan Feb Mar Apr May June Jul Aug Sep Oct Nov Dec Jan 2 0 1 6 Brussels Nice Feb Quebec Berlin Edmonton 2 0 1 5 Mar Apr London Stokholm 2 0 1 7 May ManchesterSome of the Events that Led to a High Level of Online Reactions Against Syrian Refugees and Muslims Trump
- 10. Alexandre Bissonnette Research on youth and on social media claims that youth are victims, easily manipulated by the plethora of messages shared online. (Wohn, Ellison, Khan, Fewins-Bliss, & Gray, 2013; Spears & Postmes, 2015)
- 11. “Substantial portions of youth are far less likely than others to have voice and influence” (Cohen, Kahne, Bowyer, Middaugh, & Rogowski, 2012) They are reluctant to share their perspective online and act as “power users (frequent users)”, instead of “powerful users (influential users)”. (Kahne, Hodgin, & Eidman-Aadahl, 2016)
- 12. 1.How do Canadian youth construe online interactions about the Syrian refugee crisis? 2.How do Canadian youth construe their role in the integration and the inclusion of refugees in a context where the image of refugees is deeply influenced by social media? 3.What knowledge and skills do youth develop when they engage in analyzing their thoughts and behaviours in regards to sensitive and controversial issues such as the refugee crisis and resettlement? 4.How could this knowledge and these skills facilitate their engagement in civic online reasoning and participatory politics? Research Questions
- 13. Human Performance Technology and Systems Theory Integration, Inclusion and Exclusion Immigration, Space and Transnationalism Social Network, Social Media and Social Capital Propaganda Connected Youth Education and Youth Civic and Political Engament Literature Review Education Psychology Sociology Religion Politics Communication Information
- 14. Literature Review Samuel L. Gaertner Jan Inge Jönhill Fethi Mansouri Katrine Fangen Yuvraj Joshi Amartya SenRobert J. Oxoby Hieu Van Ngo Henri TajfelWalter G. Stephan Cookie White Stephan Miles Hewstone Roy F. Baumeister John F. Dovidio Gérard Bouchard Rita Kaur Dhamoon Rupert Brown Gordon Willard Allport Raymond Nam Cam Trau Joy Noel Baumgartner Donn Byrne Urie Bronfenbrenner Richard A. Swanson Karl Ludwig von Bertalanffy Niklas Luhmann Peter Senge Alejandro Portes John W. Berry Homi K. Bhabha Nina Glick-Schiller Steven VertovecLudger Pries Thomas FaistLuis E. Guarnizo Benedict Anderson J.P.L.M. van Oudenhoven Akhil Gupta James Ferguson Irene Bloemraad Pierre Bourdieu Robert Putnam Mark Granovetter Nicole B Ellison Nan Lin Tarleton Gillespie Wan Shun Eva Lam Jessica VitakMimi Ito (Mizuko) danah boyd Wenjing XieAmanda Lenhart Clay ShirkyMarshall McLuhan Ryan ScrivensAndré GagnéBarbara Perry Jonathan Montpetit Henry Jenkins Joseph Kahne Jessica Thom Cathy Cohen Allison Harell Paulo Freire Henry Giroux George Kelly Fay Fransella Don Bannister Jack Adams-WebberMildred Shaw Jörn W. Scheer Dennis Hinkle Harry Procter Peter CumminsDavid Winter George Boeree Devi Jankowicz Ann-Louise Davidson Dusan Stojnov
- 15. Literature Review Samuel L. Gaertner Jan Inge Jönhill Fethi Mansouri Katrine Fangen Yuvraj Joshi Amartya SenRobert J. Oxoby Hieu Van Ngo Henri TajfelWalter G. Stephan Cookie White Stephan Miles Hewstone Roy F. Baumeister John F. Dovidio Gérard Bouchard Rita Kaur Dhamoon Rupert Brown Gordon Willard Allport Raymond Nam Cam Trau Joy Noel Baumgartner Donn Byrne Urie Bronfenbrenner Richard A. Swanson Karl Ludwig von Bertalanffy Niklas Luhmann Peter Senge Alejandro Portes John W. Berry Homi K. Bhabha Nina Glick-Schiller Steven VertovecLudger Pries Thomas FaistLuis E. Guarnizo Benedict Anderson J.P.L.M. van Oudenhoven Akhil Gupta James Ferguson Irene Bloemraad Pierre Bourdieu Robert Putnam Mark Granovetter Nicole B Ellison Nan Lin Tarleton Gillespie Wan Shun Eva Lam Jessica VitakMimi Ito (Mizuko) danah boyd Wenjing XieAmanda Lenhart Clay ShirkyMarshall McLuhan Ryan ScrivensAndré GagnéBarbara Perry Jonathan Montpetit Henry Jenkins Joseph Kahne Jessica Thom Cathy Cohen Allison Harell Paulo Freire Henry Giroux George Kelly Fay Fransella Don Bannister Jack Adams-WebberMildred Shaw Jörn W. Scheer Dennis Hinkle Harry Procter Peter CumminsDavid Winter George Boeree Devi Jankowicz Ann-Louise Davidson Dusan Stojnov The Contact Hypothesis The Perception of Rejection Challenges with Measuring Social Inclusion The Reasonable Accommodation The Mutual Intergroup Differentiation Model The Similarity- Attraction Hypothesis Regulated Inclusion The Common In- Group Identity ModelAversive Racism The Feeling of Exclusion vs the Observable Exclusion The Common In- Group Identity ModelAversive Racism The Mutual Intergroup Differentiation Model Multiple and Changeable Identities Inclusion Leads to Exclusion Affirmative vs Transformative Inclusion is Multidimensional Systemic Problem Cause Lack of Support Capabilities Perception of Identity of Capabilities and of Others The Integrated Threat Theory (ITT) The Integrated Threat Theory (ITT) The Social Identity Theory The Social Categorization Theory Pew Research Investment in Social Relations with Expected Returns Connected Learning Global Village Participatory Culture Participatory Politics Bridging and Bonding Social Capital War on Youth Qualitative Grids Laddering Concepts Participatory Politics The General System Theory The Ecological Theory of Development Organizations That Learn Interdependance The Performance Diagnosis Matrix The Social Systems Theory The Imagined Communities The Acculturation Model The Third Space Transmigrants Transnational Public Sphere Canadian Exceptionalism Transnationalism Chain Transnational Social SpacesBorder- Crossing Expansion of Social Space Super Diversity Platforms Politics Segmented Assimilation Mobile Immigrants Role and Position of Dominant Groups in Receiving Countries Transnational Public Sphere Adding “Wish to Be Engaged in Transnational Contact” to Berry’s Model Transnationalism vs Globalisation Habitus Strong and Weak Ties Communication and Society Newsless YouthRight Wing Extremists and Radicalization Anti-immigrant sentiment Connected Youth Impact of Perception of Exlusion Personal Construct Psychology Tolerance PCP Social Capital and Social Media Belonging Through Transnational Communities Youth Social Capital and Social Media Diverse Perspective Through Online Interactions
- 17. 22 Canadian Youth 18 - 24 Years Old 5 Had Contact with Refugees 19 Followed News About the Refugee Crisis 1 Was Involved in Welcoming Refugees 21 Online Passive Bystanders by Choice Active on Social Media 10 From Small Towns Mostly White 6 Muslims 14 Male 7 Female 1 Agender Quebec or Ontario Stood with Refugees and Muslims
- 18. Theoretical Framework Fundamental Postulate: A person’s processes are psychologically channelized by the ways in which he [she/they] anticipates events. (Kelly, 1955) Kelly’s Personal Construct Psychology (PCP) Kelly’s Constructive Alternativism Kelly’s Sociality Corollary Procter’s Relationality Corollary
- 19. 16 1. Kelly’s Self- Characterization Technique 2. Procter’s Perceiver Element Grid (PEG) (Qualitative Grid) 3. Kelly’s Repertory Grid Technique 4. Hinkles’ Laddering Technique Methods
- 21. 1.How do Canadian youth construe online interactions about the Syrian refugee crisis? Refugees are dehumanized on social media They are considered as problems to deal with instead of human beings fleeing life-threatening events They are viewed as uneducated, coming with large families, and most probably a future burden on host society tax payers They are accused of “having ruined their own country and now coming to ruin ours”
- 22. 2.How do Canadian youth describe their role in the integration and the inclusion of refugees in a context where the image of refugees is deeply influenced by social media? First interview: offline, in welcoming centres, on campus, in classrooms Fourth interview: both offline and online ๏ Disrupt the discourses around Syrian refugees ๏ Counterbalance the massive dissemination of hateful posts ๏ Report posts that are offensive or contain lies or misinformation ๏ Provide people with alternative arguments or stories that would allow them to make informed decisions ๏ Anticipate behaviours after terror attacks to counter the violent accusations that would target Muslims and Muslim refugees ๏ Acknowledge their own biases and actively communicate with people with opposing views, especially the “closed minded ones”
- 23. 3.What knowledge and skills do youth develop when they engage in analyzing their thoughts and behaviours in regards to sensitive and controversial issues such as the refugee crisis and resettlement? Unconscious filtering based on a set of selection criteria Unconscious construing and labelling of the anti-Syrian refugee anti-Muslim Canadians. They might have potential legitimate concerns, specific factors that forge their beliefs and potentially influence their attitudes towards refugees, such as small town effect, social media influence, education, and family and peer pressure. Perceived online barriers leading to online passiveness and bystander stand Critical thinking about social media content, online behaviours (including theirs), their knowledge about the refugee crisis and their own thinking Realization that inaction is an action by itself
- 24. 4.How could this knowledge and these skills facilitate their engagement in civic online reasoning and participatory politics? Unconscious filtering Explained online behaviour Self-interest Sense of social responsibility Worthless voice Capable, empowered and influential voice Labeling Trying to understand Offline and online dialogue with refugees and host society Offline intervention with refugees
- 25. “Know Thyself”: An Essential Process to Confront Social Media Propaganda Analyze Analyze my behaviour in the context of propaganda Which strategies/ media usage/ messages draw my attention? How do I react to propagandist behaviours? How do I explain my network’s reaction? How do I react to my networks’ behaviours? Why? Design the counter - propaganda strategies to adopt What goal(s) do I want to achieve? Who are my audiences? How do I perceive my role in reaching this goal? What are my knowledge, skills and resources? What actions should I take? Design Why? Address the factors influencing my move to action Do I care? Do I care enough to act? What are my action catalysts? How can I enhance them? What are my action inhibiters? How can I eliminate them? Prepare Why? Evaluate What is my stance on the issue? Investigate my stance on a sensitive controversial issue targeted by propaganda Why? Question Evaluate my readiness to act How confident am I to actively engage in the counter-propaganda actions I planed? Why?
- 26. ActEvaluate Civic Online Reasoning … Participatory Politics AnalyzeQuestion Design Prepare Evaluate From Passive Bystanders to Agents of Change …who engage in civic online reasoning, stand up to propaganda, identify ways to leverage the power of social media and have greater control, voice and influence over issues that matter most in their lives Media Literacy Propaganda Awareness …
- 27. Future Directions Follow the 22 youth through an ethnography study Move youth from ready to active Analyze data collected from the European and Middle Eastern participants and comparing it with the Canadian data to identify potentially transferable solutions Interview youth from the opposing camp, authors of “hate” speech Use the PEG with both right wing extremists and Muslim refugees to initiate dialogue and examine changes of attitudes Use the model and 4 instruments to shed light on the influence of social media on the inclusion of indigenous people, LGBTQ+ community, people of colour, people with disabilities and other groups victimized through social media, and disrupt the “hate” discourses targeting them Move from theory to practice (Train the people at the front line: educators, social workers, parents)
- 28. A single youth can do amazing things A group of youth can do amazing things If we become a society of agents of change and of dialogue We will collectively overpower hate propaganda
- 29. Thank You Nadia Naffi December 2017 Oral Examination for the Degree of Doctor of Philosophy