Transcript Edutainment - et redskab til kommunikation, dialog og social

Edutainment in Health
Communication
- between social marketing and empowerment
Thomas Tufte, Professor
RUC, CBIT, [email protected]
Presentation given at MIH, University of Copenhagen, 18 February 2013
Today’s program
Change models – an exercise
 Conceptual reflections and debate
 Edutainment – the art of telling stories
 Case: Soul City
 Lessons learnt and future challenges for
health communication

Exercise

Change models….
Diffusion model
Definition of communication: information transfer - vertical
Definition of development communication: information dissemination
via mass media


Problem:
Solution:

Goal:
Frameworks:
lack of information
information transfer: Knowledge  Attitudes 
Practice
outcome oriented: behavior change
Modernization
Diffusion of innovations
Types of interventions
Social marketing
Entertainment-education
Participatory model
Definition of communication: information exchange/dialogue -
horizontal
Definition of development communication: grassroots participation via
group interaction



Problem:
Solution:
Goal:
community
Frameworks:
structural inequalities/local knowledge ignored
information exchange/ participation
process-oriented: empowerment, equity,
Social change/praxis (Freire)
Social mobilization/activism
Types of interventions
Empowerment education
Participatory Action Research
Rapid Participatory Appraisal
Community Involm. in Health
Approaches within
Health Communication
Structural Causes/
Participation
Individual/Diffusion
Dissemination
/Persuasion
IEC
BCC
UNAIDS
Convergence model
No magic formula
Diversity of frameworks + diversity of strategies
+ multiplicity of interventions = Growth of the field =
New conceptual approaches
CFSC
Edutainment
1st Generation
2nd Generation
3rd Generation
Definition of the
problem
Lack of information
Lack of information
and skills
Structural inequality
Power relations
Social conflict
Notion of culture
Culture as obstacle
Culture as ally
Culture as ’way of life’
Notion of catalyist
External change agent
External catalyst in
partnership with
the community
Internal community
member
Notion of education
Banking pedagogy
Life skills
Didactics
Liberating pedagogy
Notion of audience
Segments
Target groups
Passive
Participatory
Target groups
Active
Citizens
Active
What are you
communicating
Messages
Messages and
situations
Social issues and problems
Notion of change
Individual behaviour
Social Norms
Individual Behaviour
Social Norms
Structural Conditions
Individual Behaviour
Social Norms
Power relations
Structural Conditions
Expected outcome
Changs of norms and
individual
behaviour
Numerical results
Changs of norms and
individual
behaviour
Public and Private
Debate
Articulation of political and
social processes
Structural Change
Collective Action
Duration of activity
Short Term
Short and Middle term
Mid- and Long term
Edutainment
- the history, practice and theory
Re-considering the field of EE
 One of the most innovative and used
comm strategies in ComDev in the past 2
decades
 Consolidated strategy, but doing excactly
what?
 Critiques of limited behavioural focus

Key Foci

The Known Story (1970s-mid/late 1990s)

Communication and Development: New
Theoretical Perspectives (1995 – 1999)

The Golden Years of – a particular form of
- Entertainment Education? (1999 – 2004)

Proliferation of EE (2004-)
The “Known” Story of EE: A
Historical Overview (1970s–late 1990s)

EE in Practice


JHU, PSI, BBC
Theoretical Perspectives








Heidi Noel Nariman (1993)
Anna Maria Fadul (1993)
Emile McAnany (1990s)
Piotrow (1997) – family planning book
Singhal (1997) – India’s information revolution
First International EE Conference (1997) –Athens
Larry Kincaid (1981 onwards - ideation)
Doug Storey
The Golden Years of Entertainment
Education? (1999 – 2004)
-I

EE and Social Change: Singhal and
Rogers (1999)

Critiques of EE


A critique of the narrow focus on BCC –
Waisbord (2001)
Diffusion and participation: a false
dichotomy – Morris (2003/2005)
The Golden Years of Entertainment
Education? (1999 – 2004)
- II
Proliferation of EE scholarship


Communication Theory Journal (2002)




Suruchi Sood – Audience Involvement
John Sherry – EE and Mass Mobilization
Singhal and Rogers – Outlining a research agenda
EE and Social Change Revisited: Sabido, Cody, Rogers, Singhal
(2004)

EE from a Freireian perspective




EE and the Public Sphere


Sood and Witte
Singhal
Singhal and Rogers – Combating AIDS (2004)
Tom Jacobson
Sense–making and multiple mediations

Tufte (2004)
Barbero (1993)

Orozco

Edutainment

Telling stories strategically….
Making the Private Public

Compared with the reality which comes from
being seen and heard, even the greatest forces
of intimate life – the passions of the heart, the
thoughts of the mind, the delights of the senses
– lead to an uncertain, shadowy kind of
existence unless and until they are transformed,
deprivatized and deindividualized, as it were,
into a shape to fit them for public appearance.
The most current of such transformations occurs
in storytelling… (Hannah Arendt, The Human
Condition, 1958: 50)
Coping Strategy

Storytelling is a coping strategy that involves making
words stand for the world, and then, by manipulating
them, changing one’s experience of the world. By
constructing, relating and sharing stories, people
contrive to restore viability to the relationship with
others, redressing a bias toward autonomy when it has
been lost, and affirming collective ideals in the face of
disparate experiences. It is not that speech is a
replacement for action: rather that it is a supplement, to
be exploited when action is impossible or confounded
(Michael Jackson, 2002: 18)
Case: Soul City

Introduction: concept and aim

Video with three Soul City stories

Results

Lessons learnt
Soul City
An NGO with 80 staff. Established in 1994.
Many donors on board.
 ’Campaigns’ approx every 1½ year.
Duration: 6 months
 Since 2000: Soul Buddyz.

Soul City
- campaign elements
Weekly tv-series episode, 13 weeks (Engelsk ++)
 Followed by 60 daily radio-drama episodes (9 different
languages)
 Educational packages, incl teachers guide
 Adult education packages
 Sections/publications for 10 largest newspapers in SA
 One off publications for journalists
 Workshops for journalists, local community workers,
police, health workers, etc
 Competitions: (Soul City Health Worker of the Year,
essays competitions, etc)
 Soul Buddyz Club structure in schools

Soul City
- guidelines…










Edutainment as core concept
Continuity, since 1994
Branded
High quality
Multi-media
Research-driven
Training and educational components
Strategic partnerships (ie NVAW)
Community moblizing
Multi-level advocacy
Soul City video clips
Examples:
Domestic Violence
Disability (Soul Buddyz)
HIV/AIDS Prevention
What processes were articulated?
- in the tv-series in particular
The private becomes a public concern
 The importance of social networks
 The local community is challenged…reacts
positively
 Legal framework enhance the change
process
 Role models undergo a positive and
forward moving development

Results (1)
16.2 mio viewers of tv-series
 Campaign materials used by more than
4300 South Africa organisations and
institutions
 Campaign influenced policy
 Increased contact with organisations
working with domestic violence

Results (2)

8 procent-point more in post-intervention
assessment than in pre-intervention recognize
’emotional battering’ as a kind of ’domestic
violence’ (from 81% to 89%)

Knowledge about ’Stop Women Abuse
Helpline’: From 16% til 61% knowledge!
(comparing those with no contact with Soul City
and those with contact to all 3 Soul City media
outputs
Which change process do you wish to
articulate?
Individual Change
 Knowledge
 Skills
 Attitudes
 Practices
Social Change
 Leadership
 Degree and Equity of
Participation
 Information Equity
 Collective Self-Efficacy
 Sense of Ownership
 Social Cohesion
 Social Norms
What do you evaluate in a communication
intervention?

Different levels of intervention:
 Individual
level
 Household/Community level
 Societal/national level

Distinguish between process evaluation
and ’outcome’ evaluation (results)
What can we learn from Soul City?
- 4 principles of communication

Complexity. Complex problems require complex
answers.

Multi-level interventions. Collaboration between
community, region, nation….

Synergies. Using a broad palet af media platforms and
forms of communication (and targeting more than one
audience – based on network analysis)

Systematic approaches pre and post. Evaluate both
social processes and KAP.
Towards a CFSC Approach in
Health Communication (I)
1.
2.
3.
How do we Improve HIV/AIDS
Communication?
Building relations of trust/build
confidence
Through recognition and identification
increase ownership of problem
Stimulate reflection and both individual
and collective action
Towards a CFSC Approach in
Health Communication (II)
How do we Push a Social Change
Agenda?

Voice and Visibility of affected populations – both in

Enhance Cultural Citizenship in Content and Mode
of Address (communicate about issues and in ways


public AND private dialogue
that are culturally appropriate but also challenge fx
gender relations)
Support systems in place (hotlines, counselling
centres, access to services)
Addressing both general public, opinion leaders,
decision makers – multilevel
Towards a CFSC Approach in
Health Communication (III)
Potential Outcome of CFSC
 Social Critique
 Social Action
 Social and Structural Change
…NOT thereby excluding the need for
individual behaviour change.
Ressources…and thank you!





www.soulcity.org
www.communicationforsoci
alchange.org
www.comminit.com
www.fooddudes.co.uk
www.ruc.dk
[email protected]
http://ruc-dk.academia.edu/
ThomasTufte