African artists are creating catchy songs to promote awareness about coronavirus
“A book for children about coronavirus that aims to give information without fear.
With everything that is going on at the moment; big changes to children’s routines and lots of stories on the news it can be a really scary time for children.
This book aims to open up the conversation about coronavirus and some of the things they might be hearing about it and provide truthful information in a reassuring and child-friendly manner.”
Risky sexual behaviors are associated with the transmission of sexually transmitted infections (STIs) and unwanted pregnancies, both major health concerns for youth worldwide. This review studies the effectiveness of narrated mass media programs in promoting safer sexual practices among youth in developed and developing countries.
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Not only do stories connect us to the past and express universal beliefs, they can also help us develop a better understanding of the world and those we share it with. This is part of the reason why your brain loves stories. With around a hundred billion neurons and almost a quadrillion connections between the neurons your brain is an extraordinarily complex organism – so complex, in fact, it borders on the wondrous. Yet it is still a pattern-seeking instrument that looks to put the chaos of the world into some kind of recognisable order. Stories represent our most powerful and meaningful way of doing just that.
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Can the stories people tell influence the way they see the world? This book seeks to address that question through a study of the viability of movie making as a critical pedagogy activity. Positioned at the intersection of education and communication for social change, it explores the relationship between the generation of subjective knowledge through storytelling and analysis, and systemic change.
Central to the book is a case study from Nepal. By using video as the action element and analytical material of coursework, youth participants generated a new critical awareness, engendered by themes arising from group discussion. Through the analysis of these themes participants initiated an emergence known as conscientization. Led by two critical educators, participants used the production, screening, and analysis of their own movies to propel the course, or praxis, forward.
This book seeks to inform the practice of critical pedagogy both practically and theoretically, and also offers a contribution to the fields of participatory action-research and communication for social change.
Author: Grady Walker is a Postdoctoral Researcher at the Walker Institute, University of Reading, UK, and a member of IAMCR.
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