Módulo 4
Youth Counteracting Hate
1. MODULE SUMMARY, LEARNING OUTCOMES AND GUIDE TO THE LEARNING
This module aims to understand what constitutes hate and how to deal with it when it becomes embedded in various aspects of one’s daily life. The initial aim will be to gain a cognitive understanding of the phenomenon, what constitutes hate speech and what constitutes freedom of expression, when I have the right to my opinion and when my opinion concerns the dissemination of hateful views. After defining what constitutes hate, young users will have the opportunity to choose ways of dealing with it in real life and online in order to defend their rights.
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Learning Outcomes
In this module you will learn how to:
1.1Recognise the phenomenon and identify the different forms it can take;
1.2Identify the potential harms and shortcomings it may cause to basic human rights;
1.3Develop ways and practices to deal with hate when it is expressed in real life or online;
1.4 Propose ways of empowerment and collective action not only to tackle but also to prevent the phenomenon through digital technologies.
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This module aims firstly to introduce young people to what constitutes hatred and the ways in which it can exist in a person’s everyday life. It is important to achieve this initial objective as if we do not define what we are talking about, misunderstandings may arise about how to combat the phenomenon. Then, an important part of the module will be to link hate and its expression to human rights both at the individual and community level, in both face-to-face and online contexts.
In the following, ways that can be used to deal with hate speech in real and digital environments will be analysed. These ways will be mastered through the use of digital tools, which makes them more appealing and practical for younger generations. Besides, the use of technology, in particular platforms or applications, can serve important purposes in the defence of human rights at both theoretical and practical levels. Therefore, the module will propose digital tools that one can use in order to become familiar with dealing with hate and its expressions in different aspects of everyday life, both individually and in groups.
Throughout the module, participants will work with case studies, fact-checking tools, and privacy resources during the activities. With the help of these resources, they will be able to improve their own social media usage, assist others—particularly young people—in safely navigating social media, critically assess content to prevent falling for false information, and spark positive change by joining or starting online movements that support inclusivity and positive narratives away from hate. Participants will have a comprehensive understanding of the advantages and disadvantages of social media by the end of the program, enabling them to confidently and critically navigate the digital landscape.
The module is structured in such a way that there is flexibility as to the time and activities one can engage in according to one’s interests and availability. The module addresses hate, with emphasis on real-life and online applications, equipping youth with cognitive and practical tools to contrast hate speech. A feedback mechanism or an assessment method/guidelines could help assess participants’ understanding more objectively and provide measurable outcomes for facilitators. The module is impactful and relevant for fostering awareness and skills against hate speech. Incorporating examples from diverse cultures, could help participants see hate’s varied impact globally and relate more personally to the material. |
2. TOOLS
Name of the Tool | HateLab |
Weblink | HateLab – A global repository for data and insight into hate crime and speech |
Learning outcome that it is relevant | 1.1. Recognise the phenomenon and identify the different forms it can take; 1.2. Identify the potential harms and shortcomings it may cause to basic human rights
1.3. Develop ways and practices to deal with hate when it is expressed in real life or online;
1.4. Propose ways of empowerment and collective action not only to tackle but also to prevent the phenomenon through digital technologies.
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What is the Tool used for | HateLab is a global hub for data and insight into hate speech and crime. We use data science methods, including ethical forms of AI, to measure and counter the problem of hate both online and offline. The HateLab Dashboard has been developed by academics with policy and practice partners to provide aggregate trends over time and space. The Dashboard is being piloted within policing, government and civil society organisations. |
Why did you choose it for this project? Why is it useful? | The conflated platform does not refer to the phenomenon of hate in an early theoretical framework. It connects hate and its existence to current events by bringing examples from everyday life and news. Thus, the understanding of the phenomenon from a theorized context moves to an everyday observation and awareness of how serious relevant issues are happening right next door. |
Tips for using it effectively | The contents of the platform vary in terms of the amount of time one can spare and the extent to which one wants to immerse oneself. It helps to first get to know the people behind the platform by visiting the relevant page as proof that what one is about to read comes from academics and researchers who have immersed themselves in the subject. Then there is a series of articles, videos on current affairs and related material dealing with different aspects of it around the world. |
Name of the Tool | SAYFER |
Weblink | |
Learning outcome that it is relevant for | 1.3. Develop ways and practices to deal with hate when it is expressed in real life or online;
1.4. Propose ways of empowerment and collective action not only to tackle but also to prevent the phenomenon through digital technologies.
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What is the Tool used for | By reporting hate incidents—whether identifiably or anonymously—and providing valuable information to community members and law enforcement, Sayfer users help combat hate crimes. Together, we can all enjoy the American ideals of freedom, equality, and justice for all—without fear of violence or discrimination.
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Why did you choose it for this project? Why is it useful? | This application is particularly easy to use. The user has the possibility to: ● Get notifications for the locations and types of incidents that are most important to you, your friends and your loved ones ● See an overview of hate threats and responses in your area or around the nation ● Report hate incidents publicly or anonymously ● Get updates on reports from the analysts, including investigations as they’re conducted ● Access an extensive knowledgebase and best practices for witnesses, victims and advocates
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Tips for using it effectively | Scan and download the app. You can then follow the instructions to create a profile according to your preferences and receive specific updates on what concerns you. |
Name of the Tool | Countering Hate Speech Online |
Weblink | |
Learning outcome that it is relevant for | 1.1. Recognise the phenomenon and identify the different forms it can take;
1.3. Develop ways and practices to deal with hate when it is expressed in real life or online;
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What is the Tool used for | As humans, we thrive on social connections and group associations. But this tendency can also lead us to be suspicious of people outside our group. This fear — xenophobia — can be overcome by more exposure to people who are different from us. However, the internet can often make this more difficult. Help students recognize this challenge and find strategies for navigating content online. Objectives: ● Describe the relationship between hate speech and xenophobia. ● Analyze how the internet has contributed to an increase in hate speech and extremist views. ● Describe one way to use the internet to combat one type of hate speech.
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Why did you choose it for this project? Why is it useful? | This platform includes definitions, stand-alone lessons and material on different manifestations of hate. It is a simple and easy-to-use guide to help young people, parents and teachers learn about and approach the phenomenon through videos, quizzes and stories. |
Tips for using it effectively | It helps to start with the quiz and videos to practically test one’s level of knowledge and information about the phenomenon. Then the self-guided lessons are equally helpful to immerse oneself, while the existence of a dictionary regarding the relevant terms of the forms hatred can take helps to align the information. Incorporating tools like HateLab and Sayfer the module provide practical tools reinforcing the learning outcome and empowering participants with real world resources. |
3. ACTIVITIES
ACTIVITY TITLE | Stop the Hate |
Aim/objective of the activity | The aim of this activity is for participants to understand when something constitutes their opinion and when it is an expression of hatred. Through this activity they will have the opportunity to both express and refute opinions that are not about their point of view but about the expression of hatred by the interlocutor. Freedom of speech is disconnected from insults to the individual and this will be made clear to the participants through this exercise.
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Duration | 60 – 90 minutes |
Online, physical or hybrid | This activity can be conducted in either an online or physical setting. Ideally, physical setting is preferable. |
Preparation for the activity | Consider reviewing recent articles or reports on social media trends, misinformation, and digital literacy. Compile a list of credible websites, fact-checking platforms (like SAYFER, HateLab and Countering Hate Speech Online), and educational resources that participants can use during the activity. This can help them verify the content they encounter and reinforce the importance of using reliable sources. You might also prepare a brief guide on how to evaluate the credibility of online sources, including any necessary definitions of the discussed terms.
Create and give concrete examples to participants to ensure that they understand the activity and can apply appropriate techniques. Rules and examples are even more understandable when they relate to events that participants encounter in their daily lives.
If the activity is conducted online, set up the necessary digital tools beforehand. Create shared documents, boards, or platforms (like Google Docs, Padlet) where groups can collaborate and share their findings. If the activity is held in a physical setting, arrange the space to facilitate group work. Ensure each group has access to a device with internet connectivity (laptops, tablets, or smartphones) and they can all face each other so that a functional discussion can start. Provide materials such as pens, paper, and sticky notes for note-taking and brainstorming.
Develop a list of guiding questions to facilitate the group discussion and reflection at the end of the activity. These questions should prompt participants to think critically about their findings and the broader implications of social media use. These questions can tackle, for example, what surprised participants most during the activity, how they think misinformation or hate speech influence public opinion and what strategies can we use to verify online information.
Establish ground rules for online behavior, especially if participants will be exploring potentially sensitive content. Anticipate potential challenges, such as difficulties in finding certain types of content or technical issues with devices. Have backup plans or alternative prompts ready in case a group struggles with a particular task. Be prepared to offer guidance and support throughout the activity, ensuring all groups stay on track and engaged.
If the activity takes place in a classroom or in a group with a facilitator, it is important that the teacher/facilitator is also involved in order to experience the activity and further enrich the discussion on the next occasion, but also to make young people feel that hate speech concerns everyone, both minors and adults. |
How to implement the activity. Step by step | Introduction (20 minutes): ● Start by providing information on what constitutes hate and what forms it can take in everyday life, whether in a face-to-face or online environment. It is important before coming up with clear definitions to ask participants what they know about it in order to build on existing knowledge and always using a collaborative approach. ● Explain the content of the activity clearly. Participants will be randomly divided into two groups and then each group will have time to build a profile of a person who is subjected to expressions of hate due to stereotypes and diversity. After the two profiles have been built by the groups, each group will present the profile to the other and the participants of the groups will have to counter the expressed hatred in ways that do not reproduce it but intercept it. Stop the Hate Instructions (5 minutes): ● Divide participants into two groups (max 10 people per group). ● Provide each group with the instructions about creating their character. ● If online, break out rooms are proposed. Stop the Hate (20 minutes): ● The groups will gather in circles in order to build their character and report on the incidents of hatred they experience both in real life and online. It is important to ask them to include in the narrative certain phrases and incidents that their character deals with. ● Group Presentations (10 minutes): ● Each team should describe their character with as much detail and theatricality as possible in order to convey the essential image and attitude of that person. ● Encourage questions and discussion after each presentation to deepen understanding and reflection. Groups Stop the Hate (20 minutes) ● In the context of a functional dialogue and in order of priority, each group will start to discuss and propose ways of reacting to the character of the other group in order to stop the hateful practices which receive. ● The facilitator should at this point follow the whole discussion and intervene when the proposed ways of dealing with hate do not stop it but recreate it. Intervention should be focused on asking from youth for alternative ways of dealing with the situation. Giving solutions is not part of this process and when solutions are not found it is ok for the participants to realize they cannot deal with the situation and they need to discuss and reflect further.
Debrief and Reflection (15 minutes): ● Conclude the activity with a group discussion about the challenges they faced during whole process and what they learned. ● Discuss strategies for dealing with hate in everyday life including the online and digital implications. ● Highlight the importance of supporting each other in a way that does not reproduce hate Optional: Let’s influence: ● Encourage participants to create a short spot/video against hate. |
Tips for the trainer | Act as a guide rather than a traditional teacher. Encourage participants to explore and discover on their own, providing support and direction when needed. This approach helps young people take ownership of their learning and become more engaged in the process. Encourage everyone to participate in discussions, and be mindful of varying opinions. When discussing sensitive topics like hate speech or misinformation, ensure that the conversation remains respectful and constructive. Maintain an enthusiastic and positive attitude throughout the activity. Use energizers or quick breaks if the group’s energy starts to dip. This is especially important in activities that involve critical thinking and analysis, which can be mentally taxing. Ensure that all instructions are clear and concise, giving examples when asked usually helps. Before starting each phase of the activity, check that participants understand what they need to do. Be flexible and ready to adjust the activity based on the group’s pace, understanding, and engagement levels. Given the nature of the activity, participants might encounter disturbing or offensive content. Be prepared to address these situations calmly and appropriately. Incorporate real-life examples into your discussions to make the content more relatable. When discussing misinformation or social media activism, refer to current events or well-known cases that the participants might be familiar with. |
Materials, equipment, facilities needed | Open space so that the groups can sit in a circle Pens and paper in case they feel like writing (if in a physical setting) A digital collaboration tool like Padlet, Google Docs and speakers in case they wanna use some kind of music to make their point |
Links to additional image/graphic files | Papers with definitions about hate, hate speech, stereotypes, racism etc could be helpful |
Links to online tools and resources |
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Self assessment questions:
Question 1 | How did the participants demonstrate their understanding of the terms discussed? |
Question 2 | What do you think the participants gained from the activity? |
Question 3 | How participants could apply what they learned to their daily and online lives? |
4. CASE STUDIES
*Before the coordinator proceeds with the implementation of this activity, it would be important to take the following into account. Precisely because the activity is about targeting a person which led to suicide, it is important to clarify both the sensitive and harsh content to the participants and the possibility for them not to participate or to want to discuss anything relevant during or after the activity. It is important that the group is properly prepared to achieve the educational purpose without triggering dangerous events. An introductory relevant discussion is considered necessary and in case the facilitator is not familiar enough with the group or the subject matter it is better to avoid having it. The priority is to ensure the safety and safety of all participants.
Title | My story: Struggling, bullying, suicide, self-harm |
Summary in 50 words for website | This is the story of Amanda Todd, a 15-year-old girl from Canada who experienced cyberbullying, bullying, threats and physical abuse. Amanda’s story became known shortly before she committed suicide, through a video she created in a desperate attempt to share the constant nightmare she was experiencing. |
Relevant Learning Outcome/s | 1.1. Recognise the phenomenon and identify the different forms it can take; 1.2. Identify the potential harms and shortcomings it may cause to basic human rights
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Purpose of the case study. Why it’s relevant. What issues does it address? Brief synopsis of case study story. (150 words)
| Through this particular incident, one can understand how the mass targeting of a person – let alone a minor – either online or offline can cause extensive issues both in terms of functioning and mental state. Issues relating to the effects of expressions of hatred, as well as the exclusion of a child from his or her interpersonal environment, become even more pronounced when analysing what the heroine of the story experienced up to the time of her suicide. Another important point worthy of comment is that the abuse and targeting occurred and developed not only from adult to child but also between adults. The story also illustrates through the story the interconnection between real life and online life and how this can extend the risk into every aspect of a child’s everyday life. |
Other links to images, website, videos and further information. |
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Self assessment questions:
Question | Learning outcome/s |
What forms, direct and indirect, can violence and abuse take? | 1.1.
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What is the relationship and connection between online and real life? | 1.1, 1.2. & 1.3.
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What rights of the child were violated? | 1.1, 1.2. & 1.3.
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What can lead a minor to repeated suicide attempts? | 1.1 & 1.2. |
What could have been done differently by the educational community and peers in order for the group to be supportive of the minor? | 1.4.
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5. NEED TO KNOW - 6.DIG DEEPER
7. SEE IT IN ACTION
8. SELF ASSESSMENT QUIZ
Question | Learning Outcome/s |
How can I effectively use social media for education, networking, creativity, and advocacy in my personal and professional life, and what specific examples from my own experience demonstrate this? |
1.3 & 1.4
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What steps can I take to protect myself and others from the potential risks of hate incidents, such as threats, cyberbullying, and its impact on mental health, especially in online communities I engage with? | 1.1, 1.2 & 1.3 |
How can I critically assess the information I encounter on social media to distinguish between opinion and hate speech, and what are the consequences of failing to do so in my online interactions? Which are the outcomes in real life? | 1.1 |
How can I apply strategies for countering hate and promoting respectful communication in my own life? | 1.3 & 1.4 |
How can I support young people in developing these skills for defending themselves and supporting other people too? | 1.3 |
How can groups help one person while being targeted and how the group can be supported by each person? | 1.2 |