ECREA16-Abstract

308

Saturday, November 12

1 6 : 0 0 – 1 7 : 3 0

IIC05

Intercultural Communication and Processes of Education and Socialisation

PP 708

Socialism Realised: Teaching About Contested Pasts Through Media

I. Seelinger

, K. Hoření

, Č. Pýcha

, V. Ripka

Institute for the Study of Totalitarian Regimes, Department of Education, Praha, Czech Republic

How can a teacher begin to address contested history? How can a student wanting to know more find an balanced source? How can various media -- films,

photographs, radio broadcasts, sketches, letters -- bring you closer to that elusive knowledge of what life was like for the people living through the times

that now make up our contested history? At the Department of Education at the Institute for the Study of Totalitarian Regimes in Prague, we’ve developed

an online educational environment that enables you to find and analyse multimedia content about the communist regimes in Europe. Using the Czechoslo‑

vak example, we describe the specifics of life in the Eastern bloc. Instead of long texts, the portal offers video clips and various other primary sources that

are understandable and that speak directly to the experiences, feelings, and problems that people in the past had. These voices are not and do not have to

be unified. Instead, they provide a glimpse into the time of the ColdWar and show society in the Eastern bloc as a complex and diverse culture. In a Europe

that is struggling to unify itself, it’s more and more important to study the history from all parts of the continent. The communist past is a significant part

of the shared European history, but there is a lack of quality teaching material, a problem that Socialism Realised strives to remedy. By using translated

Czechoslovak material along with annotations that explain any necessary cultural or historical background, Socialism Realised opens up a whole new realm

of understanding for people who are otherwise completely unfamiliar with the history, politics, and culture of the Eastern bloc countries. As such, it makes

the experience with nondemocratic regimes a natural part of the shared European history and helps people to understand the recent controversies about

the past in post-socialist countries. The main goal is not only to gain knowledge about this specific period of European history, but also to more generally

discuss the danger of totalitarian ideologies, the relationship of the state and its citizens, and the importance of active participation in the promotion

of democracy. Different histories are one source of cultural misunderstandings, and one aim of Socialism Realised is to foster intercultural understanding by

providing a way for people to observe and interpret the contested communist past for themselves. Socialism Realised is the Institute for the Study of Totali‑

tarian Regimes’contribution to democracy education in Europe, using the history of European communism as an lesson for the future.

PP 709

Young People Communication in Local and Global Communities: The Role of the Adult

J. de la Fuente Prieto

, M.R. García-Pernía

, P. Lacasa

, S. Cortés-Gómez

University of Alcalá, Philology- Audiovisual Communication and Documentation, Madrid, Spain

UNED, Spain

Screens and images on the Internet have given rise to a new landscape which demands new communication skills that need to be learned when people

participate in local and global communities. Focusing on how children and adults explore digital technologies together in a local community where children

use audiovisual discourses, The MAIN GOALS OF THIS PAPER are the following: 1) To explore the adults' strategies when they work with children and young

people and how they learn together how to communicate by using audiovisual discourses. 2) To identify the different and complementary adult profiles

based on their tasks and functions to teach and learn how to make a smart use of digital technologies with children and adolescents. This paper is rooted

in TWO THEORETICAL PERSPECTIVES. Firstly, we consider that being an active participant online involves creation understood as a collective process which

involves cultural community practices. Creating and participating can be learned (Kress & Van Leeuwen, 2003; Jenkins et al., 2009 Gardner & Davis, 2013).

Secondly, we consider specific interactions between adults and children mediated by material tools. Rogoff and collaborators (Correa-Chavez et al., 2015)

shed light on the role of adults in non-formal learning situations. From their point of view, people learn in both symmetrical and asymmetrical social

relations and each person plays a different role. To help better understand the process, they outline an interesting metaphor centered around experts

and novices which is common in daily working situations. People learn by watching other people's activities and by putting them into practice, they have

complementary responsibilities. The DATA comes from a field study to improve the use of technology among young people and develop digital literacies in

Madrid, Spain. Five workshops were carried out at the Telefonica Flagship Store in Madrid aimed to kids aged between 8 and 14. There, they used iPads to

create and publish audiovisual content on Instagram, Vine and Vimeo. This experience became an exploratory space for cooperation between participants:

children, young people, adults, Telefónica staff and a multidisciplinary research team. QUALITATIVE RESEARCH METHODS focusing in VISUAL ETHNOGRAPHY

have been used (Delgado, 2015; Pink et al, 2015; Lacasa et al., 2016).We focused on the following audiovisual data: 2,235 photos and 33:38:00 (hours-min‑

utes-seconds). The EVIDENCE was collected by qualitative research techniques such as observation, conversation and descriptive analysis. We combined

a narrative and a conceptual approach (Gee, 2014; Brennen, 2013) supported by qualitative software analysis (NVivo, 11.1.1) and professional tools (Adobe

Lightroom and Final Cut Pro). We propose THREE MAIN RESULTS FOR DISCUSSION: Firstly, adults and young people support each other as active participants

when they are part of local and global communities. We focus on how they need to explore both CLOSE AND DISTANT POTENTIAL AUDIENCES to produce

meaningful messages. Secondly, even young people are familiar with digital technologies need to be supported by the adults' conversations, helping them

TO BECOME AWARE OF The AUDIOVISUAL DISCOURSES THEY USE. Finally, the differences in the ADULTS' BACKGROUND AND ROLES in the community need

to be considered.