The media and the global dimension
Research has shown that most people's knowledge about the developing world comes almost entirely from television. It is therefore important that young people understand the medium that is largely responsible for forming their attitudes. Television often presents a distorted view of the developing world.
- News programmes tend to focus on conflicts (often reduced to simple villain/victim oppositions) or natural disasters in which people are victims needing - and seen receiving - help from the West.
- We rarely hear an account of events from local people, as news stories tend to be mediated by aid workers or western journalists.
- There is rarely any political, economic or historical context to explain the events that are happening.
- In-depth documentaries that could provide a different perspective are rarely shown and, when they are, they tend not to be at peak times.
It is important that pupils go beyond simply being aware of the distortions endemic in media representations and are encouraged to imagine alternatives. 'How might things be done differently?' is perhaps the most important question to ask of pupils when working with media.
National and local newspapers are another resource which can demonstrate to pupils the many connections between the local neighbourhood and the wider world. They provide a way of looking for local connections by asking, for example, whether the community around the school is likely to be affected by specific economic, social or environmental issues in the news.
It is also likely that pupils will have access to newspapers, at home or in the community. They will often be exposed to issues of controversy as well as to biased and distorted representations of people and places, such as asylum seekers.
Not only can addressing current affairs and controversial topics enrich the curriculum but it can also challenge the bias and stereotyping that is often presented in the media.
Now complete the activity on the right, which is suitable for groups to use during staff INSET sessions.
Activity Resources:
- Images
- Interactive
- Sound
- Text
- Video
Activity
Part 1
- Provide each group with national broadsheet and tabloid newspapers, as well as local newspapers.
- Ask each group to choose a topical issue with international ramifications and then to compete in small groups to identify the greatest possible number of:
- differences between the coverage by the broadsheet, tabloid and local newspapers;
- ways in which the international story could have implications for the local community and for pupils of the school;
- aspects of the curriculum which could contribute to young people's understanding of the issues;
- ways in which the story could be used to illustrate and enliven topics being studied in school;
- groups, activities, events, individuals and companies within the local community, as revealed in the articles and adverts in the local paper, that might have a contribution to make to enriching the teaching of global citizenship within the school.
(Adapted from Activity 6 in the secondary part of the 'Developing global citizens' section of the International Broadcasting Trust (IBT) website, date unknown.)
Part 2
Consider how and where topical issues and current affairs could be incorporated into your teaching programmes. Examples might include:
- a regular assembly slot for local and global news, where issues can be presented in clear and accurate ways;
- a news slot in class where pupils have the opportunity to be involved by contributing newspaper and internet articles (but where these can be questioned and challenged and examined for bias, fact and opinion);
- identifying how topical issues can be delivered through the curriculum and schemes of work in other areas of your curriculum, such as exploring a current local or global issue in geography, or writing letters to a range of people - from local councillors and businesses to the prime minister.
