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Digital Defence & Activism Lessons: Equipping young people to navigate contemporary digital cultures in and around school

数字防御

基本信息

批准号：
AH/T008938/1
负责人：
Kaitlynn Mendes
金额：
$ 10.11万
依托单位：
University of Leicester
依托单位国家：
英国
项目类别：
Research Grant
财政年份：
2020
资助国家：
英国
起止时间：
2020 至无数据
项目状态：
已结题

来源：
https://gtr.ukri.org/projects?ref=AH%2FT008938%2F1
关键词：
Digital Defence Activism Lessons Equipping

项目摘要

In 2015, a group of girls set up a Twitter account as part of their secondary school feminist society. Less than an hour after posting their first tweet, they received a barrage of angry, sexualized responses. Over the coming weeks, they were attacked, threatened, and belittled. The girls were told to 'kill themselves', called 'Feminazis,' sent porn links, had official statistics on sexual violence challenged, told to 'shut up' and 'make me a sandwich.' Since 2014, we have been studying young people's use of digital technologies to challenge gender inequality, sexism and harassment (Mendes et al. 2019). While digital technologies offer new possibilities for change, they make those who speak out vulnerable to vicious, often gendered, sexualized and racialized trolling. Our research shows that while some pupils possess necessary personal resilience and digital literacy skills to cope with these challenges, many do not and end up feeling silenced, politically disengaged, or traumatized. Drawn from broader challenges of keeping young people safe online, combating disinformation, developing pathways to resilience, and fostering opportunities for political engagement identified through our research, this follow-on project has three key aims: First, we will develop seven bespoke Digital Defence & Digital Activism (DD&A) workshops for secondary-students (Key Stages 3-5). The first three Digital Defence sessions will cover general topics such as how to identify disinformation and fake news in a 'post-truth' world (Marwick & Lewis 2017), developing online safety strategies, image sharing and the law, and managing mental and physical health. The final four Digital Activism workshops will teach young people to harness digital technologies for political activism. We focus on feminist activism because it allows us to draw on findings from our original AHRC award, and because there is a need for feminist education, training and political engagement (Ringrose 2012). Second, we will develop workshops and guidance for teachers on how to link our DD&A workshops to the newly mandatory Relationship and Sex Education (RSE) curriculum. Third, we will develop open-access resources such as handbooks, podcasts, worksheets and videos from social media influencers. These digitized resources, hosted by Leicester University's Figshare repository for a 10-year-minimum will maximize the workshops' reach to new (inter)national audiences, enabling their sustainability beyond the funding period. While our original AHRC award focused specifically on challenges and opportunities of digital feminist activism, scholars have documented vicious trolling towards others who dare to 'talk back' (hooks 1989) to oppression, including campaigners on LGBTQ+ issues, and those fighting for racial equality online (Scheurman et al. 2018). As a result, safety strategies employed by our participants have broad applicability to all activists, or anyone who wishes to express their views via digital technologies.Working with key stakeholders and collaborators, this project will have immediate impact with 2.3k secondary students who will gain specific understanding of gender and sexual inequalities; laws around image sharing; improved pathways to resilience and digital literacy skills. Longer term impact will include increased and more effective civic engagement; a reduction in criminal offences and prosecution of image-based crimes (revenge porn, upskirting); a generation better equipped to identify and combat disinformation; and decreased levels of stress, anxiety and depression.The project will also immediately impact 2.5k teachers who will be able to deliver effective and relevant RSE lessons. In the long term, it will develop teachers who are more confident addressing 'the digital' in young people's lives. Through digitizing our resources, the project has the potential to reach hundreds of thousands of people in years to come.

2015年，一群女孩开设了推特账号，作为她们中学女权主义社团的一部分。在发布第一条推文后不到一小时，他们收到了一连串愤怒的、性别化的回复。在接下来的几周里，他们受到了攻击、威胁和轻视。这些女孩被告知“自杀”，被称为“女权主义者”，发送色情链接，有关性暴力的官方统计数据受到质疑，被告知“闭嘴”和“给我做三明治”。自2014年以来，我们一直在研究年轻人使用数字技术挑战性别不平等、性别歧视和骚扰(Mendes等人)。2019年)。虽然数字技术为变革提供了新的可能性，但它们让那些直言不讳的人很容易受到恶毒的、往往是性别歧视的、性别化的和种族主义的攻击。我们的研究表明，虽然一些学生拥有必要的个人韧性和数字素养技能来应对这些挑战，但许多学生没有，最终感到沉默、政治脱节或精神创伤。通过我们的研究发现，在确保年轻人安全上网、打击虚假信息、开发恢复能力的途径以及培养政治参与机会等更广泛的挑战中，这个后续项目有三个关键目标：第一，我们将为中学生开发七个定制的数字防御和数字激进主义(DD&A)讲习班(关键阶段3-5)。前三个数字防御会议将涵盖一般主题，如如何识别‘后真相’世界中的虚假信息和假新闻(Marwick&Lewis 2017)，制定在线安全战略，图像共享和法律，以及管理身心健康。最后四个数字激进主义讲习班将教年轻人利用数字技术进行政治激进主义。我们关注女权主义激进主义，因为它使我们能够借鉴我们最初的AHRC奖的发现，也因为我们需要女权主义教育、培训和政治参与(RingRose 2012)。其次，我们将为教师开发工作坊和指导，指导如何将我们的DD&A工作坊与新的必修关系和性教育(RSE)课程联系起来。第三，我们将开发开放获取的资源，如手册、播客、工作表和社交媒体影响力人士的视频。这些数字化资源由莱斯特大学的FigShare资料库托管，最低为期10年，将最大限度地扩大研讨会对新的(国际)国家受众的影响，使其在资助期后能够持续下去。虽然我们最初的AHRC奖专门关注数字女权主义激进主义的挑战和机遇，但学者们记录了对其他敢于向压迫‘回击’的人的恶毒攻击(钩子1989)，包括LGBTQ+问题上的活动家，以及那些在网上为种族平等而战的人(Scheurman等人)。2018年)。因此，我们参与者采用的安全策略对所有积极分子或任何希望通过数字技术表达观点的人都具有广泛的适用性。与关键的利益攸关方和合作者合作，该项目将对2.3万名中学生产生立竿见影的影响，他们将获得对性别和性别不平等的具体了解；关于图像分享的法律；改善恢复能力和数字素养技能的途径。更长期的影响将包括更多和更有效的公民参与；刑事犯罪的减少和对基于形象的犯罪(复仇色情、上衣)的起诉；更好地识别和打击虚假信息的一代；以及压力、焦虑和抑郁水平的降低。该项目还将立即影响250万名能够教授有效和相关RSE课程的教师。从长远来看，它将培养出更有信心的教师，他们将在年轻人的生活中处理‘数字’问题。通过将我们的资源数字化，该项目有可能在未来几年接触到数十万人。