Interreligious Dialogue, Media and Youth

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1 Interreligious Dialogue, Media and Youth By, Alton Grizzle, Programme Specialist in Communication and Information, UNESCO, With Autonomous University of Barcelona, Thesis Director, Professor José Manuel Tornero

2 Representation of Religion in Britain and Jamaica Press Analysis of six major religions (Buddhism, Christianity, Confucianism, Hinduism, Islam, and Judaism) of the world and secular groups as a whole. Study was done primarily through content analysis of national press in UK and Jamaica. The top five religions and the secular groups were chosen on the basis of followership. Four newspaper titles (The Gleaner, The Guardian, the Times and Daily Mail) were analysed Six hundred and twenty (629) articles were reviewed: 116 in the Gleaner; 200 in the Guardian; 210 in the Times; and 103 in the Daily Mail

3 Citizens Responses to MIL Competencies: Youth Perspectives on Interreligious Dialogue and Media Main Research Questions Are citizens attitude towards participation/engagement in democratic discourses and governance processes, on such issues as FOE, FOI, intercultural and interreligious dialogue, quality media, gender equality, privacy, and radical/extremist content online, different consequent to MIL competencies?

4 Methodology and Instruments Designing and creating the MIL MOOC. Athabasca University (Moodle) [Treatment Group 1 Control Group 1] Autonomous University of Barcelona (MOOC) [Treatment Group 2 Control Group 2] Survey, questionnaire with over 200 variables plus other methods and tools (journaling, forum discussion, tutors observation, focus groups and interviews)

5 Definition of Religion I used Dobbelaere s definition, religion is a unified system of beliefs and practices relative to a supra-empirical, transcendent reality that unites all those who adhere to it into a single moral community (Silk, 2000, p 48).

6 Few Findings from the research on Representation of Religion in Britain and Jamaica Press

7 Religion - The Guardian (UK)

8

9 Figure 8: Source of the Article - The Guardian (UK)

10

11 Out of 116 articles reviewed

12

13 Tone of Article for the Gleaner Neutral report of an event Opinionated in a negative tone Opinionated in a positive tone, Opinionated in a mixed tone

14 Tone of Article for The Guardian (UK)

15 Few findings from the research on Citizens Responses to MIL Competencies: Youth Perspectives on Interrreligious Dialogue and Media

16 Do you think interreligious dialogue is different from intercultural dialogue? 19% 16% 65% Yes (Y) No (N) No answer

17 Interreligious dialogue and respect for other religions or beliefs is of importance to me and the development of my country. 2.10% % 90% 80% 53.24% % 60% 50% 40% 30% 20% 10% 33.88% 8.04% 1.92% % D (A2) N (A3) A (A4) SA (A5) No answer

18 I think the media and other information providers in my country should promote interreligious dialogue and respect for other religions or beliefs. No answer % SA (A5) % A (A4) % N (A3) % D (A2) % SD (A1) %

19 Have you ever had an experience where you felt that you were discriminated against because of your religion or belief? 2% 26% 72% Yes (Y) No (N) No answer

20 If you have had an experience where you felt that you were discriminated against because of your religion or beliefs, did you do something about it? 6% 16% 50% 28% Yes (A1) No (A2) not applicable (A3) No answer

21 Do you pay attention to or participate in debates relating to interreligious dialogue and respect for other religions or beliefs in your country? % % % 0 Yes (Y) No (N) No answer 35

22 Do you advocate for interreligious dialogue and respect for other religions or beliefs? 62.74% Yes (Y) % No answer No (N) 3.56%

23 1200 Would you consider getting involved in a group that promotes interreligious dialogue and respect for other religions or beliefs? % 5.66% % % Yes (A1) No (A2) Already part of such a group (A3) No answer 1

24 Which media do you use to advocate for interreligious dialogue and respect for other religions or beliefs? not applicable % word of mouth % posting on social networks, blogs etc. (Specify which in comments) % writing letters % newspaper % national TV national radio community radio % 5.65% 6.94%

25 Do you think women/girls and men/boys should have equal rights to express their religion and beliefs? 2% 4% 94% Yes (Y) No (N) No answer

26 100% Do you think you should have the right to say what you want about another person s religion or beliefs, even if this causes embarrassment but no serious harm to another person? 4.29% 47 90% 80% 70% 60% 70.32% % 40% 30% 20% 10% 4.29% 278 0% Yes (Y) No (N) No answer 1

27 I think journalists and the media should have responsibility to promote for interreligious dialogue and respect for other religions or beliefs % % % % 1.74% % 21 0 SD (A1) D (A2) N (A3) A (A4) SA (A5) No answer

28 I think libraries, archives, and museums should be places where information about different religions and beliefs is made available % % % % % % No answer SA (A5) A (A4) N (A3) D (A2) SD (A1)

29 I value others who are from a different religion or who have different beliefs from the norm in my country % 49.13% SD (A1) 1.10% % 1.19% D (A2) N (A3) A (A4) SA (A5) 2.19% 24 Series1 No answer

30 Do you believe that your religious background or beliefs influence how you see the world around you? 19% 2% 79% Yes (Y) No (N) No answer

31 Do you believe that your views of other religions and beliefs are influenced by the media, what you read in books and see on the Internet? 2.01% 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% % 74.06% 0% 1 Yes (Y) No (N) No answer

32 1200 Do you have close friends who are from different religion or have different beliefs than yours? % % Yes (Y) No (N) No answer %

33 Few Discussion Points

34 Global citizenship in the digital age calls for this marriage between intercultural, interreligious competencies and MIL competencies to realize intercultural and interreligious dialogue. Dialogue is part of the construction of self-identity and self-determination This merger of competencies opens up the opportunity for citizens to engage with technology, the media, libraries as well as information providers, including those on the Internet, through a three- stage process necessary to achieve interreligious and intercultural dialogue: 1. Understanding the ethos of one s religion or culture and that of others. This is the spirit or the character of religions or cultures; the thinking of those practicing that culture. 2. Through self-introspection and communal exchanges, learn to appreciate differences. This does not imply a necessity to accept or to choose to practice the differences in another culture. But at least one should embrace pathos to empathize with the differences. 3. Then through true and open dialogue agree on the logos a common word or understanding that can lead to religious tolerance and cultural exchange and cooperation.

35 This relates to what Frau-Meigs, refers to as self-management as well as engagement. She uses the term civic agency. Information, media and technology, when combined with MIL, are introducing opportunities for: 1. Reduction intolerance and increase understanding across political or cultural boundaries. 2. Citizens from all around the world to easily communicate thus enabling more cultural exchange. 3. Understanding that defending freedom of the press also refers to the protection of freedom of culture and religion. In this sense, MIL encourages a diversity of opinions. 4. Social vigilance and critical faculties at a time when anyone can post anything on the Internet. Some challenges if not effectively remedied by MIL could undermine the freedom of expression in virtual spaces. 5. Helping overcome disinformation but also stereotypes and intolerance conveyed through some media and in online spaces. 6. Empowerment of citizens with competencies to hold media and other information professionals accountable

36

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