Lectures on Media issuesINTRODUCTION The module is based on the proposition that the most effective means of communicating messages to students is by engaging them in practical exercises that require them to do their own thinking and research. However, the module should begin with a series of three lectures to provide basic information and set a context for the Practical Exercises and Seminars that follow. As a way of generating broader interest in the topics consideration should be given to making these lectures semi-public (evening?) events to which other interested parties (students on law and social science students, working journalists, lawyers, NGOs) might be invited. If it is decided to use this approach the Journalism students should be given an added assignment of identifying the experts present and obtaining their cards/contact details – which might be useful for their later assignments and in their careers Each lecture would be accompanied by handouts and homework assignments FORMAT 60/90 minute session with Formal lecture (45 minutes) with questions and answers TOPIC / SUBJECT / THEME An introduction to international law as it relates to the media and children in Georgia PURPOSE (Journalistic and children’s rights messages you hope to communicate) OUTCOME / RESULT (What you expect the students to have learned) A grounding in international law as it relates to the media and children in Georgia An appreciation of the roe of journalists in improving children’s rights An understanding of the key problems currently facing children in Georgia ASSESSMENT/EVALUATION (Measuring success, for you and for the students) Attendance at the lecture Satisfactory completion of the task RESOURCES (Equipment and materials needed for implementation) Students will need to bring notebooks etc. Handouts and references (see notes on each Lecture) IMPLEMENTATION (How the session will be delivered) See notes on each Lecture LECTURE 1 Human Rights and the Role of the Media Lecturer: Specialist in international law or human rights Content: An introduction to the Universal Declaration of Human Rights, the European Convention on Human Rights and related conventions and protocols, with a specific focus on their significance for freedom of expression. It should highlight the role of organisations such as UNESCO, and international and locally-based human rights and press freedom organisations, and the significance of the increasing casualty rate among journalists. Handouts:
Follow-up assignments for students: (Offer a choice from the following) a. Provide summaries of the origins, activities and contact details of human rights and press freedom organisations and media regulatory bodies operating in Georgia. b. Summarise the findings of three recent international reports about human rights and press freedom locally, and comment on their provenance. [For example, examine reports prepared by Article 19, Amnesty International, the Committee to Protect Journalists, the European Centre for Journalism, Freedom House, the International Federation of Journalists, the International Press Institute, Reporters sans Frontiers and other independent regional experts.] c. ESSAY: Is the Right to Freedom of Expression more important than the Right to Privacy? [Consider local examples and decisions by the Human Rights Court in Strasbourg] d. ESSAY: What are the most likely causes of journalists being killed, injured, intimidated, imprisoned or forced into exile? [Examine recent reports about casualties among media personnel from the Committee to Protect Journalists, the International Federation of Journalists, the International Press Institute, Reporters sans Frontiers, the International News Safety Institute] LECTURE 2 Journalists and the United Nation Convention on the Rights of the Child (UNCRC) Lecturer: Children’s Rights expert or a international lawyer Content: The history and content of the Convention and subsequent protocols; compliance issues; the procedures of the Committee on the Rights of the Child; and Articles which have special relevance for media professionals. Emphasis should be placed on the role media professionals can play by scrutinising government submissions to the Committee on the Rights of the Child, the alternative views of non-governmental organisations, and the recommendations of the Committee on the Rights of the Child. Handouts:
Follow-up exercises for students: (Offer a choice from the following) a. ESSAY: The UNCRC is about the responsibilities of government not journalists. [Consider this proposition in the context of UNCRC Articles that may relate to mass media, and the role of journalists as defenders of human rights] b. Story Development: Produce an OUTLINE for a print or broadcast feature to illustrate the value to young people and society of children’s participation in media activities. The outline should include
LECTURE 3 The Rights of Children in this country Lecturer: Speaker from UNICEF or an appropriate non-governmental organization Content: Summarise key issues about the current situation of children locally, in the context of the goernment’s original submission to the Committee on the Rights of the Child, subsequent reports, NGO submissions, and the Committee’s recommendations. Include comment on current difficulties with compliance, and the ways in which the media could highlight the issues facing both children and the government. Follow-up exercises for students: (Offer a choice from the following): a. ESSAY: This country and the UN Convention on the Rights of the Child. Summarise the key points on which the country is currently expected to take action, and consider how these might be tackled by the government and civil society. b. Story Development: Select two Articles of the UNCRC and devise OUTLINES for print or broadcast features that might help to improve public understanding of specific children’s rights and what could be done to improve the situation locally. The outline should include
© Mike Jempson, 2006
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