Transforming Disinformation on Minorities Into a Pedagogical Resource: Towards a Critical Intercultural News Literacy

Intercultural competence and diversity awareness are relevant to handling "fake news" related to minorities and migrants, thus preventing "othering" and stereotyping of vulnerable populations. Teachers and schools can play a central role in preventing the spread of far-right ideologies and the dissemination of false information and hate discourse. For that, bringing together intercultural competence and news literacy, conceptualised as "critical intercultural news literacy," is needed to navigate disinformation related to minorities and their connection to polarising themes. In this article, we focus on false or misleading information published on online platforms that brings together two salient topics: the Covid-19 pandemic and minorities. We discuss the issues of concern around the transformation of such material into a didactic resource for the school context and we question whether such practice can (paradoxically) lead to reinforcing or reproducing its undesirable content, i.e., to the othering of school populations that are targeted by false or manipulative information. This leads us to discuss potential problems associated with the pedagogical use of false information by teachers and, in resonance with the theme of this thematic issue, we claim that inclusive media education should also be an education for diversity and inclusion, through the development of critical intercultural news literacy

Emerging Adulthood, soziale Benachteiligung und transnationale Migration

Emerging Adulthood ist von Arnett (2000) als eine Lebensphase der Selbstfindung und der Instabilität zwischen der Adoleszenz und dem Erwachsenenalter vorgeschlagen worden. Auf der Grundlage einer Fallstudie fragen wir in diesem Beitrag, wie transnationale Migrationserfahrungen diese Phase beeinflussen. Gleichzeitig reflektieren wir, inwiefern das Konzept der Emerging Adulthood im Kontext von Jugend, transnationaler Migration und sozialer Benachteiligung angemessen ist. Arnetts Konzept betrachten wir eher als ein Narrativ, das zentrale gesellschaftlichen Erwartungen artikuliert. Auf diese Weise eignet es sich als sensibilisierendes Konzept, um Verhältnisse zu beschreiben, die diesen Erwartungen verletzen.Emerging adulthood has been proposed by Arnett (2000) as an extended period of exploration and instability between adolescence and adulthood. Based on a case study, we ask how transnational migration experiences influence this period. In parallel, we also reflect on the adequacy of the concept of emerging adulthood for the study of youth and transnational migration in conditions of social disadvantage. We regard Arnett’s concept as a narrative that articulates central social expectations. As such, it can serve as a sensitizing concept to describe conditions that violate these expectations