RESOURCES

 

Activities to promote Human Rights

Activity 1 Through the Looking Glass

Go out for a walk close to where your group meets and look at how it might appear to different young people. You could give the group different role cards or ask them all to think of one group. Role cards could include - a young person with a disability (name a number of disabilities such as wheelchair user, someone who is blind, deaf, etc); a young asylum seeker; a newly arrived migrant; a Traveller; and gay, lesbian, bisexual or transgender person; a young parent with a baby etc.

Ask the group if (in their imagined role) they experience any barriers or disadvantages,

Ask them if they think their rights and dignity are being denied and if so which rights. (think about article 2, 8, 12, and 25, and 27 in particular)

If any dignity and rights are identified as being compromised decide as a group on an action plan to campaign to change the situation. Note: it doesn't have to be a human rights abuse to decide that something is wrong and is infringing on someones dignity and full enjoyment of life.

 

Activity 2  Race for rights!

This activity makes a number of human rights more real. Participants have to depict different rights to members of their team using anything they like – except for words! (Similar to pictionary or charades)

Group size - 12-16

Time - 60 minutes

Objectives - To understand the rights contained in the Universal Declaration of Human Rights (UDHR)

Materials

  • Copies of the Human Rights Handout: make 1 copy for each team. Cut the handout up (see below)
  • Space for 2 or more teams to work separately, ideally in different rooms
  • 2 facilitators (ideally)
  • UDHR Summary (see below)
  • Post-its or small cards
  • Flip chart and markers (optional)

Instructions

1          An optional starter for groups unfamiliar with human rights might be to ask the group what they understand by human rights. You can use prompt questions. For example:

– Who has human rights?

– Can you name any human rights?

– Who has to make sure that human rights are respected?

– Where do they come from?

2          Divide the group into teams of 6 – 8 people. Hand out the following to each team:

– A copy of the UDHR summary (at the end of this activity)

- Post-its or cards to write guesses on

Rules of play

Aim of the game: guess all the human rights before the other team(s)

  • 1 person from each team (the ‘Collector’) collects a human rights card from the facilitator. Their task is to convey the right written on the card to the rest of their team without speaking. They are allowed to draw pictures, use gestures or mime, but cannot use any other props to communicate the right written on the card.
  • The rest of the team has a copy of the UDHR to help them and they need to guess which human right is being depicted. This should be discussed and agreed by the whole team before an ‘official’ guess is made. When they have agreed on the team’s guess, this should write it down and give it to the Collector. The Collector then says if they are right or wrong. If the team makes an ‘unofficial’ guess – in other words, they don’t write it on a card – the collector must not respond! They can encourage them and nod or shake your head if they ask questions about anything else, for example, ‘are you sweeping the floor?’, ‘are you in prison?’, ‘is that an ice cream?’, but NO SPEAKING!
  • If they are wrong they can only have one more guess. After that, the right is regarded as ‘not guessed’ and the next Collector goes to fetch a new card from the facilitator.
  • A different ‘Collector’ should be sent up for each new rights card. When everyone has had a turn, a second round begins.
  • The game ends when one team has guessed all the rights correctly, or when one team has guessed more rights correctly than the other team.
  • Not all rights are included in the game: there are 30 different rights in the UDHR, and only 12 cards to guess.

Allow participants to wind down after the heat of the competition! Use some of the following questions to debrief the activity.

Debriefing

  • Which of the rights were most difficult to communicate? Why?
  • What conclusions can you draw about communication: why is it often difficult to understand each other? Is it the fault of the ‘communicator’ or the ‘listener’, or both?
  • Were any of the rights particularly difficult to understand?
  • Do you think you could ‘do without’ any of these rights? If so, which ones?
  • Do you think these rights should apply to the online world as well as the ‘real’ world? Can you think of examples where some of these rights are relevant to online activity?
  • Do you think that human rights are respected on the Internet?

Human rights belong to everyone, and they are ‘laws for governments’. Human rights mean that governments have to make sure that individuals are protected from unfair treatment, extreme abuse and violence – amongst other things. Human rights are important because they protect us, and because they mean we shouldn’t behave towards others in a way that does not respect their rights.

Reflections on hate speech:

  • Explain briefly that hate speech is any ‘expression’ of hatred towards a group or member of a group which is nasty, hurtful and likely to lead to violent reactions towards members of the group. Ask for a few examples to clarify.
  • Which of the rights in the game might be relevant to hate speech? Why?
  • If you were a target of hate speech online, which rights would you be most likely to need?
  • What can be done about the proliferation of hate speech online?

Tips for facilitators

  • The game will be more effective with 2 facilitators. The facilitators will need to make sure that Collectorsdo not respond to ‘unofficial’ guesses (for example by shaking the head or looking encouraging).
  • Participants could work in pairs to convey the rights. This may be helpful to allow them to discuss what the rights mean, but it may also add time to the activity.
  • You may wish to concentrate on one or two of the areas of ‘reflection’ in order to explore issues more fully. Do not try to cover all questions!

Note: The activity could be run purely as a drawing activity, or purely as a drama activity, or both, as in the instructions above.

Handouts

Make the following into a set of Human Rights cards that you can cut up and hand out

Article 1  All human beings have the same human rights

Article 14 Everyone has the right to ask for asylum in another country if they are being persecuted

Article 2  No-one should be discriminated against

Article 18 Everyone has the right to religious belief

Article 3  Everyone has the right to life

Article 19Everyone has the right to freedom of expression (to say what they want)

Article 5 Everyone has the right to be free from torture

Article 20Everyone has the right to join an association and to meet with others

Article 11 Everyone has the right to be considered innocent until proven guilty

Article 21Everyone has the right to vote in elections and take part in government

Article 12 Everyone has the right to privacy

Article 27Everyone has the right to take part in the cultural life of their community

 

Universal Declaration of Human Rights (UDHR) (Summary)

1. All human beings are born free and equal in dignity and rights.

2. Everyone has the right to be treated in the same way, irrespective of race, colour, sex, language, religion, political opinion, property, birth, or other status.

3. Everyone has the right to life and to live in freedom and safety.

4. No-one has the right to treat you as a slave nor should you make anyone your slave.

5. Everyone has the right to be free from torture and from inhuman and degrading treatment.

6. Everyone has the right to recognition by the law.

7. The law is the same for everyone; it should be applied in the same way to all.

8. Everyone has the right to an effective remedy when his/her rights have not been respected.

9. No-one has the right to detain or imprison you unjustly or expel you from your own country.

10. Everyone has the right to a fair and public trial.

11. Everyone should be considered innocent until found guilty.

12. Everyone has the right to have their privacy (including home and family life) respected.

13. Everyone has the right to live and travel freely within state borders.

14. Everyone has the right to go to another country and ask for protection if they are being persecuted or are in danger of being persecuted.

15. Everyone has the right to a nationality.

16. Everyone has the right to marry and have a family.

17. Everyone has the right to own property and possessions.

18. Everyone has the right to believe whatever they wish (including, but not confined to, religion).

19. Everyone has the right to say what they think and to give and receive information freely.

20. Everyone has the right to join associations and to meet others in a peaceful way.

21. Everyone has the right to take part in the government of their country, which should be chosen through free and fair elections.

22. Everyone has the right to social security.

23. Everyone has the right to work for a fair wage in a safe environment and to join a trade union.

24. Everyone has the right to rest and leisure.

25. Everyone has the right to a standard of living adequate for the health and well-being of themselves and of their family, including food, clothing, housing, medical care and necessary social services.

26. Everyone has the right to education, including free primary education.

27. Everyone has the right to share in their community’s cultural life.

28. Everyone is entitled to a social and international order in which the rights and freedoms set forth in this Declaration can be fully realised.

29. Everyone must respect the rights of others, the community and public property.

30. No-one has the right to take away any of the rights in this declaration.

 

 

Activities for European Action Day against Hate Speech June 20th - World Refugee Day

THE ISLAND OF MONOMULTI

An exercise in which three different cultures meet and have to co-operate.

 

Aims

  • to raise awareness and consequences of diversity

  • to start the discussion about how to deal with cultural differences

  • to experience a situation of cultural diversity

 

Time  1.5 - 2 hours (incl. evaluation)

 

Group size 20 – 30

Material: Cardboard, scissors, glue, rulers, pencils, role cards (1 for each person in the 3 groups), 3 x observation questions

 

Instructions

Divide into 3 groups. Each group gets their role cards and they have 25 minutes to become familiar with their culture as described on the role cards and to prepare for the game. They should become attached to their cultural roles and act them with conviction. In each group 1 ‘observer’ should be chosen. After this preparation the whole group comes together.

Then, the leader will tell them the following story (5 min.):

 

An enormous storm in this area has caused that your ship has sunk to the bottom of the ocean. However, you managed to grab hold of some wreckage and reach a desert island. It seems also other ships have been wrecked in the storm because you have noticed groups arriving from other ships.

 

The island is very mountainous and there seems to be only one spot where it’s possible to live. This means that you have to live together with the other groups that reached the island. Because of the location of the island it’s not expected that help will arrive before the end of next month. So you have to survive for at least five weeks. Food doesn’t seem to be a problem. There are lots of fruit growing and all kind of animals to hunt.

 

The first concern is to build a shelter where all the people can sleep and shelter in case of heavy winds and rain and which can protect you against wild animals. It’s important to do this as fast as possible because this area is known for its suddenly changing weather conditions. You’ll have to do it together with the other groups because there’s not enough space and material to build more than one shelter.

 

The material for building the shelter: cardboard, scissors, glue, rulers and pencils. The shelter must be stable and should at least be 100 cm high and 150 cm wide. It should have a roof and of course a door. You have 25 minutes to build the shelter.

 

Questions for observers: (each cultural group has one observer)

 

* How do they ‘practice’ their culture?

* Are there any differences in how people practice their individual roles in each culture?

* Are they successful in working with the other cultures?

* What main problems do they meet in dealing with the other cultures?

 

Observers give feedback (max. 2-3 min.) from their notes to their cultural group during evaluation in the small groups.

 

Evaluation with the groups

( 15-30 minutes)

  • How did you feel during the simulation?

  • What do you think about the construction-process?

  • Were there moments where you felt insecure or not respected?

  • What do you think are the characteristics of the other cultures?

  • 3-4 minutes feedback from observers

 

Coming out of role – 5 minutes

Bring participants out of their role. Ask them to come back into the larger group and ‘shake off’ their role. They should also change the distinguishing group appearance they have chosen for themselves.

 

Debriefing – 25-30 minutes (focus on facts, feelings, and interpretations)

Can you see a link between this simulation and reality?

What can we learn from this simulation? – put results on flip chart

 

Role cards

 

COLDONIA

 

In your culture ‘intelligence’ and ‘hard working’ are the central issues. Other cultures consider you as ‘cold’. But you see yourself as a very successful and coming from a wealthy country, mainly because of your very effective way of working. You don’t discuss feelings, you like intellectual debates and logical arguments. Showing your feelings is considered childish. Self-control is seen as an important quality.

 

Religion totally disappeared in your country and is considered as ‘stupid’ and ‘a waste of time’.

 

You greet other people by looking in their eyes. Freedom of space is very important in Coldonia. That’s why you never touch people while greeting or communicating and you don’t like to be touched. Touching other people is only used as an invitation for sexual intercourse, which in Coldonia has little moral implications and is mostly done as a relaxing and physical exercise. Your body language reflects your culture. You only use small gestures, your back is straight and you always stay calm. It’s very normal in Coldonia to interrupt another person whenever you feel the need to do that.

 

An important characteristic of Coldonians is that they are very willing and see it as their task to teach and train other cultures in order to help them to become as efficient and as successful as you are. Whenever you have the opportunity to teach other cultures you do it.

 

Coldonia is famous for building big oil-platforms and huge bridges.

 

Because your behavior is natural to you, you cannot explain it to strangers.

 

Now you have 25 minutes to prepare yourself in your own group. Practice the behavior! Also make sure that there is one thing in your appearance that shows that you are from the same country. (e.g. the way you dress, the way you do your hair etc.) It’s very important to practice well because you will need it in the follow-up exercise.

 

TURTELINA

 

In Turtelina ‘friendship’ and ‘taking care of each other’ are important values. Turtelinians show their feelings all the time and personal feelings are always the central issue in communication. Your face and your gestures show how you feel. You always touch each other. When you talk to someone you hold his or her ear. You stand close to the other. A distance of more then 30 cm is considered rude.  When you greet somebody you put his or her hand on your heart. Any reference to sex is taboo and considered offending.

 

Time is very important in Turtelina. You are never in a hurry. You like to take your time. When you work together you first want to be sure that the atmosphere is good so you ask the others all the time how they feel and you inform them about your feelings.

 

Interrupting people when they are speaking is considered impolite. You wait till they have finished their story. When people interrupt you, you feel rejected and you react very emotionally.  

 

Turtelina is well known for their round shaped colorful buildings. Houses are always built in round shapes because this reflects friendship and harmony.

 

Because your behavior is natural to you, you cannot explain it to strangers.

 

Now you have 25 minutes to prepare yourself in your own group. Practice the behavior! Also make sure that there is one thing in your appearance that shows that you are from the same country. (e.g. the way you dress, the way you do your hair etc.) It’s very important to practice well because you will need it in the follow-up exercise.

 

SMILIA

 

In Smilia ‘politeness’ and ‘friendship and harmony’ are the most important values.  You don’t like conflicts; you consider arguments as impolite behavior. That’s why you don’t know the word ‘no’. Even when you don’t agree you say ‘yes’. You always smile at people, even when you don’t like their attitude.

 

When you are working together and somebody asks you to do something you don’t want to do, you say ‘yes’ but you always find a way not to do it.

 

Smilia is a very religious country. In daily life this means that you pray often. Every five minutes you stop whatever you do to come together to worship your gods. You do that by sitting together  and whistling.

 

The Smilians greet each other by rubbing each other’s legs. While speaking to each other your feet or legs are always in touch with the other ones feet or legs. You don’t touch each other from the waist up; for example it’s not allowed to touch shoulders, heads, hands or arms.

 

You have very strict rules towards tools and materials. Cardboard and scissors are male and cannot be used by women. Rulers and pencils are female and cannot be used by men. Glue can be used by both sexes.

Smilia is famous for its paintings and interior decorations.

 

Because your behavior is natural to you, you cannot explain it to strangers.

 

Now you have 25 minutes to prepare yourself in your own group. Practice the behavior! Also make sure that there is one thing in your appearance that shows that you are from the same country. (E.g. the way you dress, the way you do your hair etc.) It’s very important to practice well because you will need it in the follow-up exercise.

Source

www.salto-youth.net/tools/toolbox/tool/the-island-of-monomulti-3-cultures.257/

 

Activity 2

 

Tribes

An exercise in which three different cultures meet in the context of emigration and immigration

 

Aims

  • to raise awareness and consequences of diversity

  • to start the discussion about how to deal with cultural differences

  • to experience a situation of cultural diversity

 

Time 1.5 - 2 hours (incl. evaluation)

 

Group size 20 – 30

Materials Paper and pencils. String to mark out 3 large ‘islands’ in the room. You need a large room.

Instructions:

Divide the group into 3 smaller groups. Give each group an island. Ask the groups to devise a range of cultural practices that they all live by, to think about their values, beliefs, traditions, politics and to decide on their immigration rules etc. The groups should spend sometime thinking about their island culture and how their culture shapes the type of island it is. They can look at the cultural role cards from the Island of Monomulti activity to help them think about aspects of cultural norms that they might want to establish for themselves, however, they should be imaginative and think about how they will differ from others. (30 minutes)

 

Then explain that although they are all happily living on their own island there is a climatic tragedy coming and they now need to move from their island and emigrate to another island. They need to decide where they want to go. Half of each group will travel to the other islands to see if they would be happy to live there. Half of each group stays behind to sell the advantages of their way of life to the potential immigrants. After these visits the groups swap over with the second half visiting the other islands and the half who went visiting staying to sell the advantages of living in their island. (30 minutes or longer if necessary)

 On completion of the last exercise ask everyone in the group to vote for their island of choice by walking to and standing at that island.

  • Ask the participants why they chose that island.

  • Ask the participants who stayed why they stayed and what aspects of their cultural norms were they protecting.

 

Coming out of role – 5 minutes

Bring participants out of their role. Ask them to come back into the larger group and ‘shake off’ their role. They should also change any distinguishing group appearance they have chosen for themselves. Make sure people have come out of their role properly and that grievances that have arisen as part of the game are let rest.

 

Debriefing – 30 minutes, or longer if necessary (focus on facts, feelings and interpretations)

 

Can you see a link between this simulation and reality?

What can we learn from this simulation? – put results on flip chart

 

Activity 3

GET PACKING

 

Aim

To explore the difficult decisions faced by people seeking asylum and to encourage empathy with them.

 

Time 30 minutes

 

Materials: Pieces of paper or card, colouring pens or pencils, and glue

 

What to do

  • Tell participants that there have been massive floods across Ireland and that they have to leave the country as soon as possible. Tell them they can each take just five things.

  •  Ask each participant to create a suitcase by sticking a handle onto a piece of card or paper. Ask them to draw the five things that they would pack to take with them in the suitcase. Ask them to stick a label onto the suitcase with their name and the country they would choose to escape to written on it.

  •  Divide participants into teams of four. Tell them that there is very little room on the boat and that each group can only take five items altogether. In their teams ask participants to choose from their individual suit cases which five items they will take as a group.

  •  Bring participants back together and ask each team which items they chose, where they decided to escape to and the reasons for their decisions.

  •  Ask the group who in real life has to make these kinds of decisions. How would they feel arriving somewhere like Ireland?

 

Source: www.youthdeved.ie/sites/youthdeved.ie/files/All_Different_All_Equal_Ireland_2006.pdf

 

 

Activity for European Action Day against Hate Speech March 8th - Tackling Sexist Hate Speech

This activity is an adaptation of one of our favourite activities in Bookmarks (www.nohatespeechmovement.org/bookmarks). The adaptation has been made to connect to the theme of Tackling Sexist Hate Speech

Saying it worse

This is an introductory activity that is great for looking at different forms of hate speech and the damage they can do. Participants rank different examples of sexist hate speech according to which they think are ‘worse’. 

Themes: Racism and Discrimination, Democracy and Participation
Complexity: Level 1
Group size: 10-25
Time: 45 minutes

Objectives:
• To understand the different forms of online hate speech and assess their impact
• To address sexist stereotypes and prejudices
• To consider appropriate responses to different instances of hate speech online

Materials:
• The 12 statements below
• Table or floor space to lay the cards out in groups

Preparation:
• Make one copy of the cards for each small group (4-5 people).
• Cut them into cards and select 11 of these for groups to discuss (remove one card).

Instructions
1.    Ask participants what they understand by hate speech online. Ask whether anyone has encountered hate speech online, either directed towards an individual or towards representatives of particular groups (for example, gays, black people, Muslims, Jews, women, etc.) What do people feel when they come across it? How do they think the victims must feel?

2.    Explain that the term ‘hate speech’ is used to cover a wide range of content:
– Firstly, it covers more than ‘speech’ in the common sense and can be used in relation to other forms of communication such as videos, images, music, and so on.
– Secondly, the term can be used to describe very abusive and even threatening behaviour as well as comments which are ‘merely’ offensive. There may be no universal agreement on what constitutes hate speech but there is no doubt that it constitutes an abuse and violation of human rights.

3.    Introduce the No Hate Speech Movement, the Council of Europe Campaign against hate speech online, and tell them that this Campaign is intended to address all forms of hate speech – from the very mild to the very abusive. Explain that knowing how to respond to hate speech often depends on being able to assess how ‘bad’ it is: although all hate speech is bad, some examples can be worse than others.

4.    Explain that participants will be given a number of examples of sexist online posts and should try to rank these from ‘least bad’ to ‘worst’. The ‘worst’ examples should be those that participants would most like to be completely absent from a future Internet.

5.    Divide participants into groups and give each group a copy of the cards. There are 12 cards. You can remove any card you think is least useful or least appropriate.

6.    Tell them they have 20 minutes to discuss the cards and try to agree about how they should be ranked. Some may be ranked as equally bad - so most groups will end up with a 'diamond' shaped arrangement with the worst and least damaging at the top and bottom and the others arranged in the middle.

After 20 minutes, invite participants to look at the ‘diamonds’ of other groups. Then invite them back to the group for the debriefing.

Debriefing
Questions about the activity:

  •     How did you find the activity? Was it easy to assess the different examples?
  •     Were there any strong disagreements in your group, or have you noticed any significant differences between your diamond and that of other groups?
  •     Did you use any criteria in deciding which cases were ‘worse’? For example, did you consider who was making the statement or the number of people likely to see it?

Questions about how hate speech online should be addressed:

  •    Do you think statements like these should be allowed on the Internet? What are the arguments for and against?
  •    Do you think there should be different rules for ‘worse’ expressions of hate? Should any be banned completely?
  •    If you think some should be banned, where would you draw the line?
  •    What other methods can you think of for addressing hate speech online?
  •    How would you react if you found these kinds of examples of hate speech online?

Questions about sexism:

  •   Why is gender a common topic of hate speech? Can you think of ways of addressing the prejudice?
  •   Do you think it is fair to treat anyone like this, whatever your personal views may be?

Tips for facilitators:

  • You will need to be aware of any strong sexist attitudes in the group, as well as of any participants who might be upset by the activity (or by other participants). If you think there is a risk of this, try running the activity ‘Checking the facts’ in the Bookmarks manual first, or look at some of the activities in Gender Matters or in Education Pack (www.coe.int/compass).
  • The diamond ranking system is a method used to compare different cases according to ‘best’ and ‘worst’ (or least bad, and worst). Cards should be arranged as in the diagram below, according to the following scheme:
    •     The least bad example should be placed at the bottom of the diagram (position 1) and the worst example should be placed at the top (position 5 in the first diagram, position 6 in the second). Remaining cards should be placed in the other rows with cards in a higher row worse than those in the row below (cards in row 4 are worse than those in row 3).


The information on Hate Speech Online in Chapter 5 contains some ‘criteria’ for assessing cases of hate speech. These include the following:

o    The content or tone of the expression: this covers the type of language used
o    The intent of the person making the statement, in other words, whether they meant to hurt someone.
o    The target audience. 
o    The context of the utterance. In this case this might include the fact that anti-gay legislation is being proposed (Card 6) or the fact that there is strong anti-gay feeling in the country.
o    The impact, in other words, what effect the statement might have on individuals or on society as a whole.

You may also want to provide participants with some information about freedom of expression when discussing what should be done about the examples. You can find more background material in Chapter 5 of the Bookmarks Resource (www.nohatespeechmovement.org/bookmarks).


Variations: The ranking could be done in a straight line instead of as a diamond – in other words, only one card is allowed in each ‘row’. This is slightly harder and may take more time.
 

Handout for ‘Saying it worse’. put these statements onto 'cards' to hand out to each group

1.    Said in a private email to a friend- as a 'joke':

"Did you see that “Sarah” came out? No way am I calling him, or any of those other “he-shes”, by anything but their “real” name!"

    
2.    Petition posted on a Facebook page with over 1,000 likes:

"Ban women from national politics; cap representation at local politics! Sign here to tell our politicians!"


3.    Comment on a Men's Rights Group 'The Red Pill':

"Men are right to show physical dominance over women. When you control them physically, you control them ideologically."
    
4.    An online newspaper editorial complaining about a decision of the European Court:

"It is a deviant society which holds the belief that women's primary role is anything but that of a mother, child-bearer and caregiver."


5.    Refrain in a sexist and essentialist song, whose video has 25,000 views: 

"We are men, we are not bitches!"
    
6.    Caption to an image of a female celebrity:

"What a whore! I bet she didn't get that role due to her acting merits!"


7.    Comment at the bottom of an article by a female journalist who is Muslim: 

"How dare you write this article! Why hasn't your husband shut you up yet?"
    
8.    On a video advocating for abstinence-only sex education:

"Just as with a piece of tape, every time a woman has pre-marital sex, she becomes dirtier and less fit for purpose."


9. Tweet sent by a politician to 40,000 followers: 

"Female politicians? Hah! They should have their offices in the kitchens- where women belong!"
    
10. Movie showing violence being perpetrated against a sex-worker: 

"She's a whore, what does she expect? Her body isn't worth anything anyway- no sex worker's body is!"

 
11.    An interview with the Minister for Employment, Education & Training regarding new incentives for parents returning to work:

"A parent who remains at home after their children enter the education system is not doing right by their children. They are simply setting a poor work ethic for the future generation."

    
12.    Popular gossip website which slut-shames people: 

"We’ve undertaken some “investigative journalism” and discovered some very revealing photographs of Celebrity X’s last holiday away with her partner! View the link below and let us know what you think about her exploits in the comments section below!"

 

Join the No Hate Speech Movement to report any examples of hate speech online. You can use Hate Speech
Watch for this, www.nohatespeechmovement.org.

You can find more information about the Campaign against hate speech online on the campaign website (www.nohatespeechmovement.org).

VIDEOS you can use to Tackle Sexism.

Use any of these videos to open up discussions on the prevalence of sexism in online spaces that people experience and explore together how you can challenge it when you see it. Supporting and empowering people who experience sexist hate speech is one of the first steps.

Let’s act on Inclusion Video Series (National Youth Council of Ireland, NYCI): www.intercultural.ie/content/lets-act-inclusion-video-series#vid6
This video portrays young people considering their career options in the context of gender conditioning and the various roles we traditionally expect for ourselves.

Feminist Frequency- Anita Sarkeesian:  Channel: www.youtube.com/user/feministfrequency
Feminist Frequency is a Youtube web series, created by Anita Sarkeesian, which explores the representations of women in pop culture narratives. The video series serves purpose as an educational resource to encourage and develop critical media literacy.

If Women's Roles In Ads Were Played By Men (BuzzFeed):  Video: www.youtube.com/watch?v=2SrpARP_M0o
This BuzzFeed production is a parody video which highlights the portrayal of women in advertisements through role reversal. It’s a useful video for highlighting common tropes of women being used as sexualised tools in advertising and thus aims to inspire critical reflection and discussion.

Wrecking Ball (Miley Cyrus) Parody- Bart Baker: Video: www.youtube.com/watch?v=NLtmauJLP-A
A parody of Miley Cyrus’ infamous “Wrecking Ball” music video, created by the Youtuber Bart Baker. In it, he highlights the sexualisation of female pop stars and associated issues, Please note- this video is useful for instigating conversation amongst groups of older young people and may not be appropriate for younger age categories due to explicit content. Equally, other videos produced by Bart Baker are not necessarily endorsed by this resource list. 

Street Harassment: Sidewalk Sleazebags and Metro Molesters (Vocativ) : Video: www.youtube.com/watch?v=QYAL21jxREQ
[TRIGGER WARNING] This video by Vocativ examines the occurrence of street harassment in America, providing an analysis of its root cause- power. It draws the conclusion that street harassment is a socially acceptable gate-way step towards other examples of gender based violence- sexual assault, rape, etc.  which needs to be challenged. This video is accompanied by a trigger warning, as it includes descriptive interviews with victims of sexual assault.

Sex Yeah- Marina and the Diamonds: Video: www.youtube.com/watch?v=ophnmGWQGsU
This song, by Marina and the Diamonds, is a useful tool for facilitating discussion amongst young people regarding the sexualisation of women in society and the notion that, in order for women to be successful, they must not acknowledge their own sexuality but rather sexualise themselves in a manner befitting societal standards. It provides a relatable medium for raising critical media and social literacy.

Shrinking Women- Lily Myers (Button Poetry): Video: www.youtube.com/watch?v=zQucWXWXp3k&feature=youtu.be
Lily Myers, a spoken word poet, comments on the dichotomy which has developed between women and men through her poetry- covering topics like eating habits, body image and socially constructed rules/norms which dictate their behaviour. This in an interesting piece which highlights her struggle against society’s impact on her body image and her personal socialisation process. 

Run Like a Girl (Indiegogo Campaign): Video: www.youtube.com/watch?v=WrGbpSk2qS4
Run Like a Girl is a campaign which aims to inspire others to embrace fitness and health as a holistic lifestyle of the body, mind and soul. 

Sexism, Strength & Dominance: Masculinity in Disney Films (MediaMonkeyMovies2):    Video: www.youtube.com/watch?v=OflFPHi0fbU
This short video examines the impact of media on the development of gender roles, norms and identity- using Disney films as a case study. This video is a very useful tool for examining such topics and instigating critical media literacy amongst young people and practitioners alike.

Killing Us Softly 4- Jean Kilbourne: Website: www.jeankilbourne.com/videos/
In the fourth part of her famous Killing Us Softly series, Jean Kilbourne takes a fresh look at how advertising traffics in distorted and destructive ideals of femininity. Killing Us Softly 4 stands to challenge people to take advertising seriously, and to think critically about popular culture and its relationship to sexism, eating disorders, and gender based violence through developing media literacy.

Ideas from the Council of Europe for European Action Day against Sexist Hate Speech

8th March is International Women’s Day. Please join our easy to do activities today and over the coming weeks

Add the campaign twibbon on the profile picture of your committee facebook and/or, twitter account on 8 March following the easy steps in this link:  http://twibbon.com/Support/ho-hate-speech-movement 


Please share the Twibbon link in your networks before and during 8 March. You can also post a message of support for the action day on the national campaign Facebook page or through a tweet using #nohatespeech 

We also invite you to join one of the few activities proposed by the other national campaigns and online activists.
•    Report sexist hate speech to the Hate Speech Watch.
•    Answer and Share the Question of the Day that will be published at 17.00 CET each day on 6-10 March on the Facebook Page of the Movement and on Twitter @nohate_speech
•    Make your own video message or a photo with your message and upload it on the Join the Movement page of the Movement
•    Organise one of the recommended offline actions on the 8th March:  Organise a CineForum or run an Educational Exercise such as: Play Safe! (http://blog.nohatespeechmovement.org/exercise-stay-safe/ Understanding Sexist Hate Speech (http://blog.nohatespeechmovement.org/exercise-understanding-sexist-hate-...Roots and branches of sexist hate speech (http://blog.nohatespeechmovement.org/exercise-roots-and-branches-of-sexi...)
•    Learn more about Gender Equality and the Seminar on Sexist hate Speech or the Useful Links about countering sexist hate speech and share these to raise awareness about the issue.
•    SIGN THE PETITION to make 22nd July a European Day commemorating victims of sexist hate crime and raising awareness about the link between sexist hate speech and hate crimes.

 

BOOKMARKS Resource Pack

One of the major tools of the campaign is the use of Bookmarks - a manual to use with groups on combating hate speech online through human rights education. Download it here   http://nohate.ext.coe.int/Campaign-Tools-and-Materials/Bookmarks

We will add more resources on this page over the course of the campaign