This book presents and discusses the research products and results
of the activities carried out within the e–EAV project. It is structured
in two sections. The first section is dedicated to the research results
of the four phases and includes four chapters.
Chapter , titled Young people and the politics of discrimination in
Europe, introduces the topic of populism in contemporary European
society and explores how right–wing populist political parties and
movements are addressing young people.
Chapter , titled Populist communicative strategies: fostering “the web of
exclusion” in European societies, presents the research studies on online
populist discourses carried out in the seven countries in order to understand
how populist groups represent their politics online through
websites and social media, particularly referring to othering strategies.
Chapter , titled Engaging Young People against Discrimination. An
action research study in the field of media and citizenship education,
presents the methodological approach that inspired the design and
development of media education modules addressing young people
on topics related to discrimination and analyses the results of the
testing of the modules in the seven European countries.
Chapter , titled Media education goes online. A virtual learning envi-
Maria Ranieri, Birgit Sauer
ronment for teachers’ training against discrimination, explains how the
e–learning platform to train teachers and educators about media and
citizenship education was designed and implemented and reports
teachers’ feedback on the learning experience.
The second section of the book aims to provide teachers and
educators with a guide on how to use the learning material developed
within the e–EAV project. It includes ten learning scenarios
about media and citizenship education. The intended target groups
are teachers and educators willing to develop innovative media education
practices challenging discrimination. They are based on the
educational materials that were developed within phases and of
the e–EAV project. The modules produced in the project include
ten units each, that can be combined according to different learning
paths. Here each learning scenario refers to four units per module
suggesting a particular way to mix the educational contents. For
each scenario the following elements are provided: an Introduction
which explains the pedagogical rationale; a Theoretical background
which introduces the basic concepts that the teacher should know
to implement the activities; a section titled Learning activities where
all the tasks the students should confront with are described; some
Examples of exercises directly drawn from the e–EAV units; and a
final section Conclusions, which offers recommendations and hints
to teachers on crucial factors to bear in mind when implementing
the scenarios. These suggestions are based on the comments of the
teachers and researchers who actually tested the e–EAV modules.
