Module 6
INTEGRATION OF DIGITAL HATE INTERRUPTER ACTIVISM IN MUNICIPAL ACTION PLANS
1. MODULE SUMMARY, LEARNING OUTCOMES AND GUIDE TO THE LEARNING
This module explores the integration of Digital Hate Interrupter Activism into municipal action plans. Participants will gain knowledge on the role and strategies of digital hate interrupters, develop skills in outlining, formulating, and implementing strategies, as well as in analyzing them in municipal governance, and adopt a proactive, collaborative attitude toward fostering safe and inclusive communities. |
Learning Outcomes In this module you will learn how to: 6.1 Describe the Role of Digital Hate Interrupters in Municipal Governance 6.2 Define the Approach of Digital Hate Interrupters to Local Municipalities 6.3 Evaluate the Impact of Digital Hate Interrupter Strategies in Municipal Contexts |
Disclaimer: Module VI focuses on the involvement of Digital dynamics in the collaboration between Digital Activist and Local Governance. For a better understanding of how Municipalities and Local Governance operate and their policies and dynamics, trainers may refer to Module V to implement relevant parts according to their trainees’ needs. Key Elements: Knowledge, Skills, and Attitudes This module, Integration of Digital Hate Interrupter Activism in Municipal Action Plans, offers a detailed understanding of the role of digital activism in municipal governance. Through theory, case studies, and practical applications, participants will gain the knowledge, skills, and attitudes necessary to implement digital hate interrupter strategies within municipal action plans, fostering safer and more inclusive communities. Learning Objectives 1.Describe the Role of Digital Hate Interrupters in Municipal Governance 2.Define the Approach of Digital Hate Interrupters to Local Municipalities 3. Evaluate the Impact of Digital Hate Interrupter Strategies in Municipal Contexts Assessment and Evaluation • Self Evaluation • Group projects • Analytical reports Participants will propose strategies for integrating digital activism into local government action plans and evaluate their effectiveness using real-world data. Cultivating Attitudes for Municipal Collaboration Conclusion
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2. TOOLS
| Name of the Tool | Hate Speech Watch by European Commission |
| Weblink | Hate Speech Watch by European Commission European Online Hate Lab |
| Learning outcome that it is relevant for | 3.3 Evaluate the Impact of Digital Hate Interrupter Strategies in Municipal Contexts |
| What is the Tool used for (50 words) | Hate Speech Watch is an online platform that allows users to report and track instances of hate speech across digital platforms. It provides municipalities with real-time data and metrics on the frequency and types of hate speech, helping in the evaluation of digital hate interrupter strategies. |
| Why did you choose it for this project? Why is it useful? (50 words) | This tool offers evidence-based data, enabling participants to evaluate the success of strategies aimed at reducing hate speech. It’s a practical resource for gathering real-world data to assess impact in municipal governance. |
| Tips for using it effectively | Use this tool to analyze patterns of hate speech over time and evaluate the effectiveness of municipal policies in reducing it. Incorporate it into group projects focused on tracking hate speech in specific communities. |
| Links to additional graphic or image files | EU Commission Document Combating Hate Speech and Hate Crime |
| Name of the Tool | Digital Hate Interrupters Toolkit by Dangerous Speech Project |
| Weblink | Digital Hate Interrupters Toolkit |
| Learning outcome that it is relevant for | 3.2 Define the Approach of Digital Hate Interrupters to Local Municipalities |
| What is the Tool used for (50 words) | The Digital Hate Interrupters Toolkit provides guidelines and strategies for interrupting harmful speech online. It includes case studies and strategies for collaborating with local authorities to combat hate speech and disinformation, focusing on mediation and dialogue between digital activists and municipal bodies. |
| Why did you choose it for this project? Why is it useful? (50 words) | This toolkit is tailored to the challenges of digital hate speech and provides actionable strategies for participants to apply in their municipal contexts. It’s useful for guiding local collaborations and adapting strategies for municipal action plans. |
| Tips for using it effectively | Involve participants to study real-life case studies from the toolkit, identifying key success factors and strategies that can be applied in their projects. Facilitate workshops using mediation techniques from the toolkit to simulate municipal negotiations. |
| Links to additional graphic or image files | Dangerous Speech Guide |
| Name of the Tool | Change.org |
| Weblink | Change.org |
| Learning outcome that it is relevant for | 3.2 Define the Approach of Digital Hate Interrupters to Local Municipalities |
| What is the Tool used for (50 words) | Change.org is an online petition platform that allows individuals and groups to mobilize communities, advocate for social change, and influence policy decisions by gathering support for various causes. It enables users to create petitions addressing local or global issues, including hate speech and digital activism. |
| Why did you choose it for this project? Why is it useful? (50 words) | Change.org is a powerful tool for illustrating how digital activism can influence municipal policies. It is useful because it allows participants to practice mobilizing local communities around anti-hate initiatives and to connect their digital efforts with real-world municipal action plans. |
| Tips for using it effectively | Participants can create petitions related to digital hate or community safety and share them with local stakeholders. Facilitate discussions on how petitions can be used to build pressure on local governments to integrate digital hate interrupter strategies into action plans. |
| Links to additional graphic or image files | Start a Petition |
| Name of the Tool | Municipal Digital Governance Framework |
| Weblink | Open Government Partnership |
| Learning outcome that it is relevant for | 3.1 Describe the Role of Digital Hate Interrupters in Municipal Governance |
| What is the Tool used for (50 words) | This framework provides guidelines for digital governance in municipalities, focusing on transparency, inclusivity, and public participation in decision-making processes. It helps facilitators understand how municipalities can integrate digital strategies, including hate interrupter tactics, to address online extremism and foster safer digital spaces. |
| Why did you choose it for this project? Why is it useful? (50 words) | The tool offers a practical structure for embedding digital hate interrupter activism within municipal governance, highlighting how local governments can work with digital activists to combat harmful online behaviors while ensuring public trust. |
| Tips for using it effectively | Use the framework to explain how digital governance principles can support hate interruption initiatives in municipalities. Organize workshops to analyze how specific municipalities are adopting these strategies and where improvements can be made. |
| Links to additional graphic or image files | Open Gov Campaigns |
| Name of the Tool | Data for Good – Social Impact Analytics |
| Weblink | Data for Good |
| Learning outcome that it is relevant for | 3.3 Evaluate the Impact of Digital Hate Interrupter Strategies in Municipal Contexts |
| What is the Tool used for (50 words) | Data for Good offers analytics tools that use aggregated, anonymized data to understand social issues like hate speech and extremism. It provides visualizations and reports on digital behaviors in specific regions, helping participants analyze the impact of hate interrupter strategies and identify patterns of online hate speech. |
| Why did you choose it for this project? Why is it useful? (50 words) | This tool is ideal for evaluating municipal efforts in combatting hate speech, as it provides data-driven insights on social media trends and community impacts. It helps users gather concrete evidence to measure the success of hate interrupter strategies. |
| Tips for using it effectively | Participants can track digital hate speech trends in real time using the tool’s regional data reports. They can use it for case study analysis, where participants assess the effectiveness of municipal campaigns in reducing online extremism. |
| Links to additional graphic or image files | Impact Analytics |
3. ACTIVITIES
| ACTIVITY TITLE | Role-Playing Municipal Collaboration to Tackle Hate Speech |
| Aim/objective of the activity | To help participants practice collaboration strategies between digital activists and local government officials in tackling hate speech in a municipal context. |
| Duration | 65 min |
| Online, physical or hybrid | Physical, online (or hybrid) |
| Preparation for the activity | Design a set of fictional but realistic roles (e.g., social media manager for the city, community liaison officer, digital hate interrupter) and write brief profiles for each role. Outline a scenario involving online hate speech that has emerged within the community (use real-life examples when possible). (Optional provide brief guidelines on negotiation/mediation techniques.) |
| How to implement the activity. Step by step | Intro & role assignment (5 min): Briefly discuss the role of collaboration between local governments and activists in countering online hate speech, introducing participants to key players in municipal structures. Divide participants into small groups and assign roles, distributing each participant’s role profile and outlining their perspectives and motivations. Brainstorm (10 min): Each group discusses the scenario from their character’s point of view, deciding on possible actions, negotiation strategies, and talking points. Roleplay (30 min): Groups simulate a meeting to discuss potential solutions to combat hate speech, exploring how each role can contribute to and support a collaborative strategy. Debriefing (20 min): After the role-playing, have an open discussion on what worked, the challenges faced, how different municipal roles might influence the overall approach and the importance of digital collaboration. Highlight negotiation and digital techniques used and how they could improve. |
| Tips for the trainer | Encourage participants to embody their roles fully to understand the motivations and constraints faced by each actor. Remind participants that digital collaboration requires compromise and creative problem-solving. For online sessions, use breakout rooms for private group discussions and the main room for role-playing. |
| Materials, equipment, facilities needed | Scenario guidelines and role descriptions (physical or digital copies). Projector or screen-sharing tools for hybrid sessions. Zoom with breakout room feature for online sessions. |
| Links to additional image/graphic files | Municipal collaboration examples: OGP |
| Links to online tools and resources | Miro Role-play and simulation tools: Storyboard That |
| ACTIVITY TITLE | Developing Municipal Policy Recommendations for Digital Hate Interruption |
| Aim/objective of the activity | To encourage participants to think critically about how municipalities can support digital hate interrupter initiatives and to draft policy recommendations for local governance. |
| Duration | 90 minutes |
| Online, physical or hybrid | Hybrid (suitable for physical and online) |
| Preparation for the activity | Provide materials on existing municipal policies related to online hate (e.g., anti-hate speech laws, social media regulations). Prepare templates for policy recommendation writing. |
| How to implement the activity. Step by step | Intro & Brainstorming (20 min): Brief participants on current policies related to digital hate, highlighting gaps and opportunities for municipal intervention. Participants, in small groups, brainstorm ways municipalities can collaborate with digital activists to combat online hate, drafting specific recommendations. Writing Policy Recommendations (40 min): Groups turn their ideas into a structured set of recommendations for municipal policy, considering feasibility, impact, and stakeholder involvement. Presentations & Feedback (30 min): Groups present their recommendations to the class, receiving feedback from peers and the trainer on clarity and practicality. |
| Tips for the trainer | Encourage participants to focus on actionable, realistic policy ideas that municipalities could feasibly implement. Highlight the importance of including multiple stakeholders (government, community groups, tech companies) in their recommendations. |
| Materials, equipment, facilities needed | Policy recommendation template (physical or digital). Access to local municipal policy documents (if available). |
| Links to additional image/graphic files | |
| Links to online tools and resources | Miro Change.org Canva |
| ACTIVITY TITLE | Assessing the Impact of Digital Hate Interrupter Initiatives |
| Aim/objective of the activity | To teach participants how to evaluate the effectiveness of digital hate interrupter strategies by analyzing both qualitative and quantitative data. |
| Duration | 90 minutes |
| Online, physical or hybrid | Hybrid (can be adapted for both online and physical settings) |
| Preparation for the activity | Provide case studies of digital hate interrupter initiatives, including data on impact (e.g., reduction in hate speech, engagement metrics). Prepare worksheets for data analysis. |
| How to implement the activity. Step by step | Intro (15 min): Explain the importance of evaluating the impact of digital hate interrupter initiatives, focusing on both qualitative (e.g., testimonials) and quantitative (e.g., metrics) measures. Case Study Analysis (45 min): In small groups, participants review a case study, using the provided data to assess the initiative’s impact. Groups use the worksheet to identify key success factors and areas for improvement. Presentation & Discussion (30 min): Groups present their findings, discussing how digital hate interrupter initiatives can be more effective in municipal contexts. |
| Tips for the trainer | Emphasize the importance of evidence-based analysis and not just relying on anecdotal feedback. Encourage participants to consider the limitations of both qualitative and quantitative data. |
| Materials, equipment, facilities needed | Data analysis worksheet (physical or digital). Case study materials (physical or digital). |
| Links to additional image/graphic files | |
| Links to online tools and resources | Miro Facebook DFG Canva |
| ACTIVITY TITLE | Scenario-Based Municipal Problem Solving Workshop |
| Aim/objective of the activity | To engage participants in critical thinking and solution-oriented discussions on addressing hate speech in municipal contexts using evidence-based strategies. |
| Duration | 90 minutes |
| Online, physical or hybrid | Physical or hybrid |
| Preparation for the activity | Prepare a set of scenarios involving online hate speech in municipal contexts. Prepare a list of problem-solving frameworks (e.g., root cause analysis, solution mapping). |
| How to implement the activity. Step by step | Intro & Preparation (20 min): Introduce the problem-solving framework and provide an overview of the scenario. Problem-Solving Brainstorm (15 min): Participants work in groups to identify the root causes of the issue and brainstorm potential solutions. Strategy Development (25 min): Groups develop a strategy to tackle the identified issue, considering the feasibility and impact of their ideas. Presentation & Peer Feedback (30 min): Groups present their strategy to the larger group for feedback and refinement. |
| Tips for the trainer | Encourage participants to think outside the box and consider unconventional solutions. Ensure that every group member contributes to the brainstorming and solution development process. |
| Materials, equipment, facilities needed | Scenario descriptions (physical or digital), problem-solving framework templates. Whiteboards or digital brainstorming tools for group discussions. |
| Links to additional image/graphic files | |
| Links to online tools and resources | Mural |
| ACTIVITY TITLE | Local Government and Digital Activism Panel Debate |
| Aim/objective of the activity | To simulate a panel debate that explores the role of local governments and digital activists in addressing hate speech, fostering collaboration, and developing effective communication strategies. |
| Duration | 90 minutes |
| Online, physical or hybrid | Hybrid |
| Preparation for the activity | Prepare a set of key questions that will be asked to the panelists, focusing on collaboration and communication between local government and digital activists. Prepare participants for their panel roles, ensuring each person has a clear stance on key issues. |
| How to implement the activity. Step by step | Intro & Preparation (10 min): Brief participants on the format of the panel debate. Panel Debate (50 min): Panelists debate key questions about digital activism and municipal collaboration to tackle online hate. Final Reflection (30 min): Reflect on the key takeaways from the debate, discussing communication strategies and partnership building. |
| Tips for the trainer | Encourage panelists to debate respectfully, allowing each viewpoint to be heard. Ensure that participants stay on topic and focus on practical solutions. |
| Materials, equipment, facilities needed | Key question cards for moderators. Virtual meeting platform (Zoom, Google Meet) for hybrid sessions. |
| Links to additional image/graphic files | |
| Links to online tools and resources |
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Self assessment questions:
Question 1 | How effectively did participants engage with their assigned roles, and how well did they understand the responsibilities of digital activists and municipal authorities in tackling hate speech?
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Question 2 | What challenges did participants encounter during the negotiation process, and how successfully did they apply mediation and compromise techniques to develop a collaborative action plan?
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Question 3 | How well did the activity illustrate the importance of collaboration between digital activists and municipal authorities, and what strategies could improve future sessions?
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4. CASE STUDIES
Title | Towards a Safer City: Digital Activism in Cairo Using Ushahidi |
Summary in 50 words for website | The “Towards a Safer City” initiative in Cairo utilized Ushahidi’s crowdsourcing platform to map incidents of violence and harassment. Citizens were empowered to report real-time safety concerns, which allowed municipal authorities to address urban safety challenges more effectively, improving public trust and urban governance.
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Relevant Learning Outcome/s | 6.2: Define the Approach of Digital Activism to Local Municipalities 6.3: Evaluate the Impact of Digital Activism in Municipal Contexts
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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)
| “Towards a Safer City” was launched in Cairo, Egypt, to tackle urban safety challenges related to violence and harassment. The initiative employed Ushahidi’s crowdsourcing platform, enabling citizens to report real-time incidents via SMS, email, and web forms. This data was then mapped and visualized, helping municipal authorities, community organizations, and law enforcement identify high-risk areas and allocate resources more efficiently. The case study is relevant because it demonstrates how digital tools can empower citizens to actively participate in urban governance plans, fostering a safer and more inclusive environment. By making crime reporting more accessible, the initiative bridged the gap between citizens and municipal authorities, increasing trust in local governance. The project not only showcases the successful integration of digital activism into urban planning but also offers a scalable model for other cities facing similar challenges.
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Other links to images, website, videos and further information. | ushahidi – towards a safer city
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Self assessment questions:
Questions | Learning Outcome/s |
How did integrating a crowdsourcing platform empower citizens to contribute to urban safety? | 6.2 |
What role did real-time data collection play in improving the effectiveness of municipal responses to safety concerns, and how can similar digital tools be used in other municipal contexts? | 6.3 |
In what ways did the “Towards a Safer City” initiative bridge the gap between citizens and municipal authorities, and what lessons can be drawn about building trust in public governance?
| 6.2 |
How did the case study demonstrate the importance of accessibility in digital activism tools for marginalized or vulnerable populations?
| 6.3 |
What were the critical challenges faced in implementing digital reporting tools in a city like yours, and how were they overcome to ensure effective collaboration between the public and authorities?
| 6.3 |
5. NEED TO KNOW
| Title | OGP |
|---|---|
| Type of resource | Website |
| Short Description | The Open Government Partnership (OGP) is a global initiative that connects governments and civil society organizations to promote transparency, citizen participation, and accountability. Since its launch in 2011, OGP has grown to include over 77 countries and 150 local governments. By co-creating action plans, governments and civil society collaborate to improve governance through specific commitments aimed at making governments more open and responsive to citizens. |
| Link | OGP |
| Relevant Learning Outcome | 6.1 |
| Title | Ushahidi |
|---|---|
| Type of resource | Website |
| Short Description | Ushahidi is an open-source platform designed to crowdsource, map, and visualize data, especially in crisis or emergency situations. Originally developed in 2008 to monitor violence in Kenya following its elections, the platform allows users to submit reports via various channels, including SMS, email, and social media, which are then mapped to provide real-time, geolocated information. Ushahidi has since been used globally for various purposes, including election monitoring, disaster response, human rights documentation, and more. Its flexibility and ability to aggregate diverse data make it a powerful tool for digital activism, crisis management, and social change. |
| Link | Ushahidi |
| Relevant Learning Outcome | 6.3 |
| Title | ADD Project |
|---|---|
| Type of resource | |
| Short Description | The project “ADD Something Meaningful” aims to enhance youth engagement by fostering local involvement and creating accessible structures for young people to influence decision-making. Youth participation is essential for upholding democratic values, but young individuals are often underrepresented, leading to disengagement from civic life. This project addresses these challenges by empowering youth to shape public policies and encouraging their active role in societal development. |
| Link | ADD Project |
| Relevant Learning Outcome | 6.2 |
6. DIG DEEPER
| Title | Youth Participation Toolkit |
|---|---|
| Type of resource | |
| Short Description | The European Union promotes youth participation in democratic life, making it a key priority in the EU Youth Strategy and the European Youth Goals. The Erasmus+ and European Solidarity Corps programs support this goal through various initiatives. A Youth Participation Strategy, developed by SALTO, outlines how EU youth programs can enhance youth involvement in democracy. This toolkit complements the strategy, offering practical guidance and ideas for fostering youth participation through these programs. It serves as a resource for those working to engage young people in democratic processes. |
| Link | Youth Participation Toolkit |
| Relevant Learning Outcome | 6.2 |
| Title | Enhancing youth participation in urban governance through city youth councils |
|---|---|
| Type of resource | Report |
| Short Description | City youth councils facilitate ongoing dialogue between young people and policymakers, promoting youth leadership and social change. These councils have been instrumental in developing future leaders and engaging youth as active contributors. UNESCO’s report aims to expand these practices globally, ensuring youth-driven solutions are applied and scaled. It calls on local governments to create inclusive spaces for meaningful youth participation in decision-making. |
| Link | Enhancing youth participation |
| Relevant Learning Outcome | 6.2 |
| Title | EU Youth Portal |
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| Type of resource | Website |
| Short Description | The European Youth Portal provides information on opportunities and initiatives for young people across Europe, covering topics such as active citizenship, studying, volunteering, and EU-funded programs. The site is structured into four main sections: “Get involved” (EU youth policies), “Go abroad” (international opportunities), “EU initiatives” (programs like Erasmus+), and “EU Youth Strategy” (policy framework). The portal is available in 28 languages and offers features like a search bar and a Q&A service supported by the Eurodesk Network. |
| Link | EU Youth Portal |
| Relevant Learning Outcome | 6.2 |
| Title | Digital Participation Tools for youth engagement in local governance |
|---|---|
| Type of resource | Toolkit |
| Short Description | Digital tools can enhance existing youth participation structures, promote e-participation, or combine both approaches for greater impact. A European consortium, led by the DYPALL Network, conducted a study on digital participation tools to support youth engagement in local governance. The study aims to gather practical examples of how digital tools can strengthen youth involvement in local decision-making processes. |
| Link | Digital Participation Tools |
| Relevant Learning Outcome | 6.2 & 6.3 |
7. SEE IT IN ACTION
| Doll Test: The “Doll Test” is a psychological experiment conducted in the 1940s in the U.S. to assess the degree of marginalization experienced by African American children due to prejudice, discrimination, and racial segregation. Today, we are recreating the test with Italian children in response to the significant increase in migration trends in Europe in recent years. | click here |
| Eu, empregada doméstica 30″ da Preta Rara TEDxSãoPaulo: Preta Rara holds a degree in History and teaches the subject. She is also a rapper and activist who became a spokesperson for domestic workers in Brazil after founding the Facebook page “Eu Empregada Doméstica.” | click here |
8. SELF ASSESSMENT QUIZ
Question | Learning Outcome/s |
How well can I describe the role of digital hate interrupters within municipal governance, and how effectively can I explain their importance in countering online hate speech and extremism?
| 6.1 |
What are the best practices I have learned for collaborating with local municipalities to implement digital hate interrupter strategies, and how confident am I in applying these practices?
| 6.2 |
How can I effectively evaluate the success of digital hate interrupter strategies using qualitative and quantitative metrics, and what methods have I found most useful?
| 6.3 |
How has this module improved my negotiation and mediation skills, and how can I apply these techniques when engaging with local governments on digital activism?
| 6.2 |
What challenges did I identify in integrating digital hate interrupter strategies into municipal action plans, and how can I overcome these challenges to foster safer online communities?
| 6.3 |
In what ways has this module shaped my understanding of the evolving nature of digital hate and extremism, and how can I ensure that my strategies remain adaptive and relevant?
| 6.3 |