STEREOTYPES IN THE MEDIA "Media stereotypes are inevitable, especially in the advertising, entertainment and news industries, which

need as wide an audience as possible to quickly understand information. Stereotypes act like codes that give audiences a quick, common understanding of a person or group of people-usually relating to their class, ethnicity or race, gender, sexual orientation, social role or occupation. But stereotypes can be problematic. They can: Reduce a wide range of differences in people to simplistic categorizations Transform assumptions about particular groups of people into "realities" Be used to justify the position of those in power Perpetuate social prejudice and inequality More often than not, the groups being stereotyped have little to say about how they are represented. " Source: Media Awareness Network Stereotypes assume that all the individuals in a particular group are exactly the same. Stereotypes usually draw on the most negative characteristics of a few individuals in a group and attribute this characteristic to the rest of the group as well, regardless of whether it is accurate or not. Stereotyping groups on the grounds of ethnicity, religion or gender has serious consequences in terms of conflict. Reinforcing negative stereotypes about groups is divisive. It contributes to an 'us' versus 'them' mentality. Various strategies are used to do this, from outright negative stereotypes to ridicule and caricature. What stereotyping can do, as we can see in the Case Studies is to create a space wherein violence against stereotyped groups is acceptable. Continuous negative stereotyping can play on the existing attitudes that people have about a group, legitimize these attitudes and propel people to act on them. People generally already have stereotypes in mind when they think about people or groups who they do not know. They make assumptions based on the way these people or groups are described. The way that people or groups are described in the media can both play about and help to reinforce these stereotypes. Some examples of stereotyping Oppressive Majority Muslim Terrorists Malicious Minority Lady Doctor Gang of youths Stereotypes attach meanings by linking identities with negative or positive connotations. After
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some time, people will automatically associate certain people with specific ideas.
Handout 'Children'

Young people, especially A-Level children, are a menace to society. They are rowdy, inconsiderate of others, irresponsible and unclean. What's worse, they cause serious traffic congestion at around 2 in the afternoon when they all make their way home from school. Young people are the reason for the war in Sri Lanka. They started it and it is because of them that we cannot stop it. Whenever some of them stop being young, there are twice as many ready to take their place. The government must be firm in its stand against the young and insist on keeping them locked away in institutions until such time as they are no longer such a menace. How does this article portray young people? Is it reasonable? Does it present different perspectives eg the young person's perspective? In groups, take 10 minutes to discuss this article and how it could be improved. Get one member to report back
ACTIVITY

In groups, take a selection of newspapers, magazines or any other media such as billboards, electronic or print advertsing. Identify some examples where a report emphasises or utilises stereotypes ie that draws on generalisations. Find Examples of stereotyping of: 1. Ethnic groups
Tamil Terrorists Apprehended in Colombo

Two Tamil Tigers were arrested todqy in Colombo after being sent from Killinochchi qy the LITE on a reconnaissance mission. The men were taken into custoefy qy astute law enforcement r! fIicials while acting suspiciouslY in the viciniry oj the President's Office. The terms oj the ceasifire agreement between the Sri Lankan Government and the rebel Tamil group responsible for bombings and suicide attacks in Colombo have been violated I:Y the LITE in a continuous and flagrant manner. The Sri Lankan Army is yet to take appropriate steps to respond to these violations, which must not be allowed to continue. The Government has continued to fail to protect the interests oj the Sri Lankan people qy allowing the series oj violations oj the Ceasifire Agreement to go unchecked. The question oj how long the current government will continue to betrqy the people is a burning one. Worksheet
List 5 problems with this article from a Conflict Sensitive perspective. Then look at the points outlined below. 1..........................................

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Questions to ask... What constitutes suspicious behaviour? Were they simply standing near the President's office? What is the link between two Tamils arrested near the President's Office in 2004 and suicide bombings of over a decade ago? It is a giant leap to go from reporting an arrest of two people to accusing the LTTE of ceasefire violations. It suggests that these two people are violating the ceasefire by being in Colombo, by implying that this is just another example of the LITE's ill-intent. It suggests that the Government should act in a more aggressive manner against the LITE. It plays on the fear of the people that there may be another attack by the L TTE, creating a sense of urgent need to take action.
Police Assault Tamil Child in Matara

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In what is clearlY a brutal act if ethnicallY motivated hatred, a group if 5 Sinhalese Police horrificallY assaulted a young Tamil girl if 8 years in the Matara area. The monstrous attack took place during a protest in Matara about the rising cost if living. The police suddenlY attacked a group if Tamil protestors without arry reason. The young girl, &!Jitha, a student at a 10t'(1l school was grabbed and thrown to the ground by the police then dragged away by five hefry officers. The innocent girl was badlY hurt in the incident. Questions to ask... How do we know the incident was ethnically motivated? What proof do you have? What is the meaning of 'monstrous? Is it possible that this may be too strong a word? What effect does using such strong language have? Does it lead to a disproportionate response? Were any of the participants asked to give an account of what happened? Were the police given a chance to respond to the allegations? Were the parents of the child asked why she was present?

A balanced report would include: . Reporting condemnation of attacks/violent incidents Referring to stakeholders in the conflict by the name they call themselves Report claims of violence, theories about incidents for what they are - if it is a claim, state that it is a claim and identify the individual/group that made the claim. Report on issues that may lead to further conflict and on how these issues may be diffused Report on peace efforts as well as on the conflict . . . . ACTIVITY MATERIALS: Newspapers
Time: 1 hour Give students a selection of articles from newspapers or ask them to find some articles. Ask them to fill in the work sheet alone or in groups. Discuss the answers. Worksheet 1. What.. the main point of the story? was

Questions to ask... How do we know the incident was ethnically motivated? What proof do you have? What is the meaning of 'monstrous? Is it possible that this may be too strong a word? What effect does using such strong language have? Does it lead to a disproportionate response? Were any of the participants asked to give an account of what happened? Were the police given a chance to respond to the allegations? Were the parents of the child asked why she was present? A balanced report would include: . Reporting condemnation of attacks/violent incidents Referring to stakeholders in the conflict by the name they call themselves Report claims of violence, theories about incidents for what they are - if it is a claim, state that it is a claim and identify the individual/group that made the claim. Report on issues that may lead to further conflict and on how these issues may be diffused Report on peace efforts as well as on the conflict . . . .
ACTIVITY MATERIALS: Newspapers

Time: 1 hour Give students a selection of articles from newspapers or ask them to find some articles. Ask them to fill in the work sheet alone or in groups. Discuss the answers. Worksheet 1. What.. the main point of the story? was

2. Were quotations used ... ................................................................................................... ................................................................................................

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What were the key facts and figures

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Are there important visuals, graphics or photographs?

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The Impact of Images/Photography

Trainers note: Explain that it is important to understand that language is not confined to words but also to images. Images can convey meaning in a far more emotionally engaging way than words can. They have the ability to shock, instil fear, rage, joy, compassion, laughter and pathos. They also have, in the same way as strong language, the ability to elicit a disproportionate response that can inflame tense situations. Images of war, of death and destruction, of human suffering are deeply distressing for most people. Journalists who are out to sell papers will tend to use the most provocative images.
ACTIVITY

Materials: Newspaper cuttings, photographs, whiteboard/ flip chart, markers, Section A. ... 1. Show a selection of images. Write 3 or 3 paragraphs about each image. What does this image depict? How does it make you feel? What impact do you think it could have in a conflict situation? 2. Now, look at the same images and imagine they are appearing with captions like . Horrific attack kills innocent civilians
. Brutal attacks! Murders must be Avenged

Section B. Find 3 examples of images that have appeared in national or local newspapers that are inflammatory and destructive. Write one paragraph on each.
How can images playa contributing role in

1. intensifying nationalism 2. fuelling feelings of vengeance and hatred

Ask: Do images and words work together to intensify the impact messages in the media? Large group discussion