Class Communication for Social Change

In this curricular unit, students will be invited to think, research and intervene in Communication for Social Change based on the various social functions of communication with a view to facilitating processes of change that are collectively desired and agreed upon by communities. This concept requires a broad understanding of the social functions of communication, both in its more instrumental aspects and in its transformative potential.

Not applicable

1 Introduction to Communication for Social Change (C4SC) 1.1 Concepts, theoretical approaches, and objectives 1.2 Evolution throughout history 1.3 The SDGs of the 2030 Agenda 2. The social functions of Communication in processes of change 2.1 Journalism for development 2.2 The media and social change 2.3 Persuasive communication 2.4 Communication and participation 3. Activism and social change 3.1 Citizenship, participation, and protest 3.2 Characteristics of activism 3.3 Different types of activism 4. Obstacles to social change 4.1 Cultural traditions and ethnocentrism 4.2 Cultural supremacy and power relations 5. C4SC strategies 5.1 Positive deviance 5.2 Systemic strategy 5.3 Theory of Change 5.4 Education-Entertainment 6. Intervention in C4SC 6.1 Stages of the intervention process 6.2 Evaluating change 6.3 Communicating change 6.4 Social innovation 7. Social Economy Organizations (SEOs) 7.1 Functions of SEOs and their response to the need for change 8. The profile of the C4SC professional

The course unit will be taught using: - Expository method - exposure of content during classes with the use of multimedia supports and realization of lectures by experts; - Interrogative method - animation of discussions on the themes of the UC; - Active method - exploration of content in various media (texts, audiovisuals, ...), conducting case studies, implementation of the project and organization of direct contact session with professionals in the area (tertulia and networking). The evaluation will have two components: a) Formative assessment, in which the project is included - 50%; b) Summative evaluation, which includes the writing test - 50%. Continuous assessment is only available to students who attend at least 70 per cent of classes.

Hemer, O. & Tufte, T. (eds.) (2005). Media & Glocal Change. B. Aires: CLACSO Macedo, L., Palazón, D., Majumdar, S. & Marques, V. (2020). From ‘Making Flowers’ to Imagining Futures: Rohingya Refugee Women Innovate a Heritage Craft. In D. Wood (Ed.), Craft is Political: Economic, Social and Technological Contexts. London: Bloomsbury. Madison, A. (2001). The world economy: A millennial perspective. Paris: OECD Pogge, T. (2002). World Poverty and Human Rights. Cambridge: Polity Polanyi, K. (2000 [1942-1974]). A grande transformação. SP: Compus Sachs, W. (Ed.) (1996). Diccionario del desarrollo. Lima: PRATEC. Scott, M. (2015). Communication about C4D: the rhetorical struggle over the history and future of C4D. In Glocal Times (22/23). Tufte, T. (2017). Communication and Social Change. Cambridge: Polity