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Apart from education and other civil society stakeholders, industry also has an important role to play, particularly for the most inappropriate and/or harmful types of online content, contact and conduct.

Community standards

Against the background of continued political pressure (sometimes combined with a threat of financial sanctions), big social media companies such as Facebook, Twitter and YouTube have all put community guidelines and reporting mechanisms in place to combat the spread of (certain types) of online hate speech and extremism.

For instance, in its Community Standards, Facebook explains it does not only encourage respectful behaviour, but also “removes hate speech, which includes content that directly attacks people based on their Race, Ethnicity, National origin, Religious affiliation, Sexual orientation, Sex, gender, or gender identify, or Serious disabilities or diseases.”

While organisations and people dedicated to promoting hatred against these protected groups are not allowed a presence, Facebook heavily relies on its community to report this content. Therefore, it also provides guidance on How to Report Things. If you think a message you have received goes against Facebook’s Community Standards, you can report it by filling out a form. Facebook won't let the person know who reported them. However, keep in mind that not everything that may be upsetting violates Facebook’s Community Standards!

Activity > >

As explained in previous modules, finding and understanding Terms and Conditions is often a challenging process. Identify a social media platform that is popular among your pupils, and use the following check list / questionnaire to explore its community guidelines and terms of use. Share the results in the Padlet below!

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5.4 Counterspeech and other forms of campaigning

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5.4 Counterspeech and other forms of campaigning

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While education is undoubtedly important, other strategies have emerged in the fight against online hate speech and radicalisation.

Counterspeech and counter-narratives

The term counterspeech refers to responses or content that is created to counter a range of extremisms and hate speech online. A counter-narrative is a tool to challenge the ideologies, narratives and stories of violent extremists. The purpose of a counter-narrative is to discredit, deconstruct and demystify extremist messages. It can do this by using logical or factual arguments, or using satire and humour. They can be as specific or nuanced, as direct or indirect as the person or group creating them wants to make them.

In the video below, Dr Erin Saltman from the Institute of Strategic Dialogue (ISD) talks in further detail about counter-speech and counter-narratives.

If the video does not load on the page, you can watch it by following this link.

Other forms of campaigning

The No Hate Speech Movement

Within Europe, the most visible campaign against online hate and extremism has surely been the No Hate Speech Movement. The No Hate Speech Movement is a youth campaign of the Council of Europe for human rights online, whose aim is to reduce the acceptance of hate speech and to develop online youth participation and citizenship, including in Internet governance processes. It comes with an excellent publication – Bookmarks: A manual for combating hate speech online through human rights education – which is designed to support the educational work that will enable young people to find their own ways of addressing and coping with hate speech online. Below, we have already included ten do’s and don’ts from the handbook, to give you some immediate inspiration.

Actions of the European Commission (EC)

In early January 2018, the European Commission reported on progress made towards an effective and genuine Security Union, including priorities like countering radicalisation, enhancing cybersecurity and protecting public spaces. Read more about their activities via the links below:

Results of Commission's last round of monitoring of the Code of Conduct against online hate speech

Security Union: Commission follows up on terrorist radicalisation

#TogetherforRespect

Giving youth the opportunity to have their say is crucial for youth participation. The Together for Respect campaign, launched at the Safer Internet Forum 2017, gives an opportunity for youth (and others) to explain how they have been the better person and stood up for other people who were bullied or discriminated against online. Watch the video below, and support the campaign by using the hashtag #TogetherforRespect.

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5.3 Educational approaches to promote critical thinking and mutual respect

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5.3 Educational approaches to promote critical thinking and mutual respect

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As different in nature as online hate speech and radicalisation may be, educational responses typically evolve around the need to foster critical thinking, tolerance and mutual respect.

Media literacy meets citizenship education

UNESCO has long promoted Global Citizenship education to nurture respect for all, building a sense of belonging to a common humanity and helping learners become responsible and active global citizens. More specifically:

In response to hate speech, citizenship education encompasses the knowledge and skills to identify hate speech, while enabling individuals to counteract messages of hatred.

To prevent and counter violent extremism, education can:

Help young people develop the communication and interpersonal skills they need to dialogue, face disagreement and learn peaceful approaches to change.

Help learners develop their critical thinking to investigate claims, verify rumours and question the legitimacy and appeal of extremist beliefs.

Help learners develop the resilience to resist extremist narratives and acquire the social-emotional skills they need to overcome their doubts and engage constructively in society without having to resort to violence.

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5.2 What is online radicalisation?
Online hate speech and radicalisation are often mentioned in one breath. However, one could argue that the underlying problem and mechanisms are actually quite different.

Violent radicalisation online is a complex process whereby individuals, through their online interactions and exposure to various types of internet content, come to view violence as a legitimate method of solving social and political conflicts. Some of those violently radicalised via the internet may go on to commit acts of terrorism.

In the video below, Humza Arshad – a popular YouTube Creator for Change Ambassador, with many young fans across the world – addresses this problem in a language likely to appeal to your pupils. His accomplishments also show how technology is not just a cause for concern, but can also help to amplify more positive messages and solutions, something we will come back to later in this module.

From a more practical point of view, the educate.against.hate website provides concrete advice for parents, teachers and school leaders on protecting children from extremism and radicalisation, pointing to both Islamic extremism and extreme right-wing groups. The website encourages positive debate and provides a wealth of information on possible warning signs, which young people are vulnerable and why, and the important role of prevention and education.

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The Council of Europe defines hate speech as covering “all forms of expression which spread, incite, promote or justify racial hatred, xenophobia, anti-Semitism or other forms of hatred based on intolerance, including: intolerance expressed by aggressive nationalism and ethnocentrism, discrimination and hostility against minorities, migrants and people of immigrant origin”.

The No Hate Ninja Project - A Story About Cats, Unicorns and Hate Speech video below provides more background information on what online hate speech is, how it relates to freedom of speech, and how we can effectively respond to it:

https://www.youtube.com/watch?time_continue=6&v=kp7ww3KvccE

Within this context, the phenomenon of “online” hate speech is broadly acknowledged as a growing problem across the globe. The internet has become an important vehicle for promoting racism and intolerance. Hate speech through social media is rapidly increasing and has the potential to reach a much larger audience than extremist print media were able to reach. As discussed in previous modules, because of the anonymous nature of the internet, people are also likely to say things online which they would not say in person.

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PART 1Module 5: Hate Speech and Radicalisation

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PART 1Module 5: Hate Speech and Radicalisation

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More specifically:

You will learn what online hate speech and radicalisation is – where does it come from? Why do we need to be concerned? Are there clear warning signs? And what can we do about it?

You will hear about educational approaches to promote critical thinking and mutual respect – we will talk about media literacy again, but also about digital citizenship and social and emotional learning.

Finally, we will explore some other strategies which have emerged in the fight against online hate speech and radicalisation. These will range from counterspeech to Community Standards on social media platforms like Facebook, Twitter and YouTube, to the importance of reporting harmful and possibly illegal content.

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http://www.thenewsliteracyproject.org/sites/default/files/GO-TenQuestionsForFakeNewsFINAL.pdf

http://frankwbaker.com/mlc/fake-news-recommendations/

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WHO AM I?                         Stella Trydonidou-Greece

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WHO AM I?                         Stella Trydonidou-Greece

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I am an ICT teacher in a Junior High School in Tychero, Northern Greece.

I've been teaching ICT in public secondary schools since 2003.
My students are between 12 and 18 years old

My main interests in teaching are Programming, Scratch, AppInventor and Alice.  I am also interested in eSafety issues.

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The power of image report

One in five teachers abused online by pupils and parents

http://enable.eun.org/

http://www.watchyourspace.ie/

my well-being and yours

Another report from the Children’s Society

Was it photosoped?

Resources for teachers on body image from Dove

https://educateagainsthate.com/

exploring critical thinking online

No Hate Speech Movement

http://www.notohatespeech.com/wp-content/uploads/2016/08/Bookmarks_EN.pdf

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to create a Learning Diary

Padlet

Glogster

Google Documents,

Sutori

to create a lesson plan

Learning Designer

to evalute fake news

http://www.workliteracy.com/pages/the-crap-test/

http://www.mhhe.com/socscience/english/allwrite3/seyler/ssite/seyler/se03/cars.mhtml

to vote

https://www.menti.com

https://www.tricider.com/

to check if a photo is edited

http://imageedited.com/

check list about Term and Conditions
http://www.europeanschoolnetacademy.eu/documents/2485716/0/checlist+pic/eb4b79d0-6d67-41b2-b465-fedd313e7e8f?t=1493995576000

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1) To whom do adolescents tell when they are threatened or feel unsafe online ?
2) If they won't tell anyone, for what reason?
3) Are young people unhappy becouse of the photo they uploaded (body-shaming) Boys vs Girls

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3.4 How to set up an effective peer-support scheme

Share your input on the activity here!
The most challenging item for me is
Finding the right resources and ideas for activities to start the discussion with my students
when teacher is not lecturing but leading a discussion with students, needs to apply the best approaches and techniques in order to to get the best out of this

My well-being and yours online: Option 1

Share your experiences as well as those of your students with us here. Did your students like the exercise? Were they responsive? What feedback did they give? How about you? Was it easy to introduce the exercise? Was the outcome helpful for you?
We carried out lots of The Web We Want activities with my students, but not these ones. I will definitely use this material in my classroom.

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4.4 Sextortion

A resource that I have already use in my classroom is the film "Tagged". When a group of high-school friends posts an online rumour about a rival, it sparks a chain reaction that leaves no one untouched. Cyberbullying, sexting, filmed fights and police action ensue—will these friends be Tagged forever?
It is a good start for a discussion!

Terms and Conditions

The most popular platform among my students is Imstagram. They don't read Terms and Conditions, they don't even know what  this is.  I will use this check list in my classroom

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vStudents enter the http://ellinikahoaxes.gr, a website that demonstrates the fakest news published into the Greek Internet.
They choose one of them, read it and evalute it by using the CRAP test

Towards a participatory culture?

Different types of (cyber)bullying

Have you already encountered an issue related to cyberbullying at your school? If so, what kind of issue was it? And how did you approach it?

Cyberbullying has never been reported in my school. I suppose, situations like this maybe took place between our students, but they are unwilling to report it to a teacher....

Developing social and emotional learning skills

Do you think that teaching social and emotional learning skills can reduce cyberbullying?

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Hate speech

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Campaign for a safer and better internet!

My students participated in the Greek SID2018 contest and won the 2nd prize. We organized an event to celebrate the SID2018

What is media literacy?

Age: 14-16
Title: Does it Matter Who
Has Your Data?
Students bring their mobile phones and learn how to check the PERMISSIONS they have already give when they installed an app. They discuss whether all these permissions were technically mandatory for the app to  be used. Why most of apps are free of charge? How do these companies earn money ? What do they do with the personal data they collect from users?

Fake news