ACTIVITY TITLE 1

●        Creating Creative Materials Against Hate Speech

Aim/objective of the activity

Create creative materials that challenge hate speech and promote inclusiveness for people in diaspora communities.

Duration

90 minutes

Online, physical or hybrid

Physical and/or Online

Preparation for the activity

(1) Start by reviewing reports on social media trends related to misinformation and hate speech that affect diaspora communities, particularly women. Use this information to critically analyze and deconstruct harmful narratives.

(2) Next, compile a list of social media posts that can serve as templates for spreading positive messages. Provide clear examples or guiding questions to encourage participants to think critically about their findings and inspire creative content production.

Ensure that each group has access to internet-enabled devices (laptops, tablets, or smartphones) and provide materials such as pens, paper, and sticky notes for brainstorming and note-taking. Establish clear ground rules for appropriate online behavior, especially when addressing sensitive content. Be mindful of potential challenges, such as difficulties in finding specific types of content or technical issues, and prepare backup plans or alternative activities for groups that may encounter obstacles. Throughout the activity, be ready to offer guidance and ensure that all groups remain focused and engaged.

How to implement the activity. Step by step

1.Explain how social media can serve as both a platform for hate speech and a powerful tool for countering discrimination (5 min).

2.Divide participants into small groups of 4 to 10 people. Each group will brainstorm ideas for counter-narrative social media materials that challenge hate speech against diaspora communities (20 min).

3.Guide the groups to focus on these key elements:

●       What message do they want to convey?

●       Who is their target audience?

●       What visuals, hashtags, or slogans will they use?

4.Groups will create a storyboard for their counter-narrative materials (5 min).

5. Each group will use design tools (e.g., Canva) to create graphics, videos, or memes. Participants who prefer traditional visual art can scan their work afterward. All creative content should effectively convey counter-narratives that challenge hate speech (30 min).

6.After completing this part of the activity, groups will present their materials to the class (10 min).

7.The group can then discuss how to implement this material in real life, possibly through school social media pages or community platforms (15 min).

8.  Encourage participants to reflect on how their content can amplify the voices of women from diaspora communities and help deconstruct hate narratives (5 min).

Tips for the trainer

Adopt the role of a facilitator rather than a traditional instructor. Encourage participants to explore and discover independently while providing support and guidance as needed. This approach empowers young people to take ownership of their learning and enhances their engagement in the process.

Foster inclusive discussions that encourage everyone to participate while respecting diverse viewpoints. When addressing sensitive topics such as hate speech or misinformation, ensure that conversations remain respectful and constructive. Maintain a positive and enthusiastic attitude throughout the activity, providing clear and concise instructions at every stage. Check that participants fully understand their tasks before moving forward.

Stay flexible, adjusting the activity based on the group’s pace, comprehension, and engagement. It is advisable to use tools and materials tailored to the geographical and linguistic context of the participants to foster greater familiarity and engagement through language.

Materials, equipment, facilities needed

Participants should have access to social media platforms, either on personal devices or via shared screens in the classroom. They should also have access to Canva or other online graphic design tools on their personal devices or computers in the room. Additionally, provide pens, colored markers, stickers, scissors, journals, and paper for hands-on creative work.

ACTIVITY TITLE 2

●        Role-Playing Discrimination Activity

Aim/objective of the activity

Engage participants in role-playing scenarios to experience how discrimination affects individuals and how to respond to it

Duration

90 minutes      

Online, physical or hybrid

Physical or Online

Preparation for the activity

Ask participants what they know about identities, structural and institutional discrimination, specifically: (1) whether they can define discrimination, hate speech, and intersectionality; and (2) whether they believe these issues occur solely due to one particular factor (such as gender, ethnic origin, religion, or cultural background) or if they become more severe when multiple factors combine.

Collect their opinions and invite participants to look up these concepts in dictionaries and write their definitions. After gathering their definitions, briefly explain the concept of intersectionality and how overlapping identities (e.g., being a woman, a migrant, or a racialized person) can lead to layered experiences of discrimination.

If the environment feels safe and supportive, consider asking participants to share their experiences with discrimination they have witnessed, particularly related to race and gender bias. Initiate a discussion about how media can perpetuate stereotypes or negative narratives, especially regarding women in diaspora communities. Present various media examples, such as news articles, social media posts, podcasts, and videos featuring women from diaspora communities. Aim to identify the negative stereotypes associated with diaspora populations, particularly concerning women.

How to implement the activity. Step by step

1. Divide the class into small groups and provide each group with a scenario card describing a situation involving discrimination or online hate speech. For example, a woman from a migrant community faces online hate for wearing traditional attire, or a student encounters racist and sexist remarks in the classroom based on their ethnicity and gender (20 min).

2.Each group will plan and act out their scenario, focusing on how the targeted individual might feel and how bystanders or allies could intervene (30 min).

3.After each group performs, lead a group discussion on the following topics (40 min):

●       What strategies were effective in countering the hate?

●       How did structural biases contribute to the discrimination depicted in the scenario?

●       What actions can be taken to prevent these situations in the future?

Tips for the trainer

Adopt the role of a facilitator rather than a traditional instructor. Encourage participants to explore and discover independently while providing support and guidance as needed. This approach empowers young people to take ownership of their learning and increases their engagement in the process.

Foster inclusive discussions that encourage everyone to participate while respecting diverse viewpoints. When addressing sensitive topics such as hate speech or misinformation, ensure that conversations remain respectful and constructive. Maintain a positive and enthusiastic attitude throughout the activity.

Provide clear and concise instructions at every stage, and verify that participants fully understand their tasks before proceeding. Stay flexible, adjusting the activity based on the group’s pace, comprehension, and engagement. It is also advisable to use tools and materials tailored to the geographical and linguistic context of the participants to enhance familiarity and engagement through language.

Materials, equipment, facilities needed

Access to social media platforms (Instagram and TikTok), either on personal devices or via shared screens in a classroom setting.

Question 1

      “In what ways did participants engage, and how did they contribute thoughtfully to discussions, demonstrating a sense of ownership and interest in the activities?”

Question 2

In what way did participants demonstrate an increased awareness and understanding of hate speech and misinformation on social media, particularly in the context of diaspora communities?

Question 3

     In what ways were participants able to develop effective strategies for creating counter-narratives to challenge hate speech, and how did they apply creative thinking throughout the process?