Learn, Engage, Act: Digital Tools to Prevent and Counter Hate Speech Online
Location
Bigfoot Room 124
Start Date
22-4-2023 10:30 AM
End Date
22-4-2023 11:45 AM
Publication Date
2023
Disciplines
Arts and Humanities | Law | Social and Behavioral Sciences
Description
The paper discusses the preliminary results of a multi-partner international project (LEAD- Online) aimed to tackle the normalization of hate speech online (HSO) and the negative effects it has on young people. The project’s main hypothesis is that in our “algorithmic society” the understanding of the digital ‘Other’ is mediated by a myriad of “filter bubbles,” “echo chambers,'' fake news and disinformation storms. A precarious online space emerges, created through the users’ own activities (posts, likes, friendships, etc.) in which they come into contact only with content that accords with and thus reinforces their own opinions. At the same time, the “obligation to monitor” illegal content and the growing reliance on automatic responses to HSO carries the risk of there being no response to hateful content or simply of ignoring it. Therefore, more efforts are needed to change the attitude of ‘digital bystanders’, challenging the wrong premise of “digital dualism” (Jurgensen, 2011), i.e., that anything happening online is separate from the offline. Lack of proper understanding of HSO conditions the high susceptibility of young people to hateful arguments and disinformation (so-called ‘epistemological vulnerability’).
Against that background, the project adopts a strategy of empathy, education, and
empowerment to improve the awareness raising about tolerance and against hatred online. Targeting the origins of prejudice and the roots of hostility towards the digital ‘Other,’ as well as competency building on procedures for counter-action will (hopefully) break through indifference and stimulate reporting of hate speech incidence. The project approach emphasizes experiential learning and role play: activities combine the subjective responses of youth to hate speech online with conceptual and argumentative structures, in order to stimulate dialogue and perspective taking. To enable students to understand the function of algorithms in filtering and blocking hate speech, and issues related to freedom of expression
and digital rights in online community, they play the role of “digital gardeners” in interactive and collaborative activities, sharing their own experiences and ideas.
The paper will present two multilingual digital tools designed by the project: a hate speech self-assessment tool (HS-SAT) and an online HateOut! game. The HS-SAT has been taken by over 3500 users in the period September-November 2022 (school students, teachers, media activists); the paper will discuss a cross-country comparison of the initial test results in seven countries (Austria, Bulgaria, Croatia, Greece, Italy, and Romania). A demo version of an online HateOut! game will be shown, discussing the role of digital technology, user interaction, and scenario-based learning for enabling young people to better grasp the roots of hateful speech and for improving their capacity to use a human rights and values framework to recognize and counter HSO.
The paper draws conclusions concerning the success of different solutions and practices to educate young people and to mobilize teachers, civil society, social media activists to challenge hate and help build more tolerant communities.
Description Format
html
Recommended Citation
Gabova, Snezhina, "Learn, Engage, Act: Digital Tools to Prevent and Counter Hate Speech Online" (2023). International Conference on Hate Studies. 55.
https://repository.gonzaga.edu/icohs/2023/seventh/55
Full Text of Presentation
wf_no
Media Format
flash_audio
Session Title
Linguistics Strategies for Spreading Hate Online and Ideas to Counter Hate Speech
Type
Panel
Learn, Engage, Act: Digital Tools to Prevent and Counter Hate Speech Online
Bigfoot Room 124
The paper discusses the preliminary results of a multi-partner international project (LEAD- Online) aimed to tackle the normalization of hate speech online (HSO) and the negative effects it has on young people. The project’s main hypothesis is that in our “algorithmic society” the understanding of the digital ‘Other’ is mediated by a myriad of “filter bubbles,” “echo chambers,'' fake news and disinformation storms. A precarious online space emerges, created through the users’ own activities (posts, likes, friendships, etc.) in which they come into contact only with content that accords with and thus reinforces their own opinions. At the same time, the “obligation to monitor” illegal content and the growing reliance on automatic responses to HSO carries the risk of there being no response to hateful content or simply of ignoring it. Therefore, more efforts are needed to change the attitude of ‘digital bystanders’, challenging the wrong premise of “digital dualism” (Jurgensen, 2011), i.e., that anything happening online is separate from the offline. Lack of proper understanding of HSO conditions the high susceptibility of young people to hateful arguments and disinformation (so-called ‘epistemological vulnerability’).
Against that background, the project adopts a strategy of empathy, education, and
empowerment to improve the awareness raising about tolerance and against hatred online. Targeting the origins of prejudice and the roots of hostility towards the digital ‘Other,’ as well as competency building on procedures for counter-action will (hopefully) break through indifference and stimulate reporting of hate speech incidence. The project approach emphasizes experiential learning and role play: activities combine the subjective responses of youth to hate speech online with conceptual and argumentative structures, in order to stimulate dialogue and perspective taking. To enable students to understand the function of algorithms in filtering and blocking hate speech, and issues related to freedom of expression
and digital rights in online community, they play the role of “digital gardeners” in interactive and collaborative activities, sharing their own experiences and ideas.
The paper will present two multilingual digital tools designed by the project: a hate speech self-assessment tool (HS-SAT) and an online HateOut! game. The HS-SAT has been taken by over 3500 users in the period September-November 2022 (school students, teachers, media activists); the paper will discuss a cross-country comparison of the initial test results in seven countries (Austria, Bulgaria, Croatia, Greece, Italy, and Romania). A demo version of an online HateOut! game will be shown, discussing the role of digital technology, user interaction, and scenario-based learning for enabling young people to better grasp the roots of hateful speech and for improving their capacity to use a human rights and values framework to recognize and counter HSO.
The paper draws conclusions concerning the success of different solutions and practices to educate young people and to mobilize teachers, civil society, social media activists to challenge hate and help build more tolerant communities.