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WHO Public Awareness E-Learning: COVID-19: Methods for Detection, Prevention, Response and Control [v. languages]

The WHO has published a short, very informative and easy-to-follow e-learning resource on what COVID-19 is and where it comes from. It also answers the questions on how it is transmitted, which symptoms are common, how it can be detected and prevented.

There are language versions in French, Spanish, Portuguese, Arabic and other languages. The course duration is approximately 3 hours.
Including Module C: Risk Communication and Community Engagement.

The overall learning objective is to describe what strategies should be used to communicate risk and engage communities to detect, prevent and respond to COVID-19.

Click here to watch the video and get all the basic information on COVID-19.

Arabic Version here
French Version here
Spanish Version here

Entertainment, Education, and Attitudes Toward Domestic Violence

Entertainment education (“edutainment”) is a communication strategy that works through mass entertainment media with the aim of promoting a better context for behavior change than the delivery of information alone. We experimentally evaluate season 3 of the edutainment TV series MTV Shuga, produced by MTV Staying Alive Foundation and filmed in Nigeria. Shuga 3 consists of eight episodes of 22 minutes each. While the main focus of the series is HIV, a subplot involves a married couple with a violent husband.

In this paper, we focus on this theme and assess the impact of Shuga on attitudes toward domestic violence. We find broadly positive effects. Moreover, the effect seems to be concentrated among people who recall the show and the narrative around the characters well, consistent with the idea of edutainment.

Click here to read more.

Movie Making as Critical Pedagogy: Conscientization through Visual Storytelling

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.

Click here to learn more.

Local perspectives on Climate Change, Participatory Video in Somotillo, Nicaragua (CCAFS Working Paper no.100, 2015)

Participatory Video is a methodology premised on particular attitudes and behaviors that value collective and consensual decision-making and equalized power relations, seeking local solutions to local problems, through coming together, reflecting, communicating, and taking positive action.

The PV project was conducted following the successful implementation of the Quesungual Agroforestry System in the community of La Danta in the municipality of Somotillo (department of Chinandega, Nicaragua). The objectives of this PV project were to 1. increase participants’ awareness of ways they can influence and mitigate the effects of climate change they’re subject to; 2. empower local groups to take part in a process of analysis and response that celebrates indigenous knowledge and practice; 3. generate a better understanding of gender differences as they relate to climate change adaptation and mitigation; 4. generate knowledge and information that allows future projects in the region to better understand the local context when creating inclusive climate change mitigation and adaptation strategies that have a higher potential for success.

Click here for full paper.

The Power of People-Centered Nutrition Interventions (Chapter 4.2 of Good Nutrition: Perspectives for the 21st Century, Karger e-book, 2016)

The process of understanding nutrition related problems, and of developing appropriate solutions – i.e., design thinking – can be quite challenging. In fact, there are far more examples of public health solutions that ignore the end-user than of ones that are built with the end-user in mind. For this very reason, the goal of this chapter is to convey the relevance of people-centered design to nutrition interventions, and to share some strategies for putting people at the heart of nutrition interventions.

The chapter uses case studies to consider the role of participatory photography, and grandmothers and indigenous knowledge systems in nutrition interventions.

Click here for full chapter.

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