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Edutainment in Health Communication - between social marketing and empowerment

Edutainment in Health Communication - between social marketing and empowerment. Thomas Tufte, Professor RUC, CBIT, ttufte@ruc.dk Presentation given at MIH, University of Copenhagen, 18 February 2013. Today ’ s program. Change models – an exercise Conceptual reflections and debate

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Edutainment in Health Communication - between social marketing and empowerment

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  1. Edutainment in Health Communication- between social marketing and empowerment Thomas Tufte, Professor RUC, CBIT, ttufte@ruc.dk Presentation given at MIH, University of Copenhagen, 18 February 2013

  2. 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

  3. Exercise • Change models….

  4. Diffusion model Definition of communication: information transfer - vertical Definition of development communication: information dissemination via mass media • Problem: lack of information • Solution: information transfer: Knowledge  Attitudes  Practice • Goal: outcome oriented: behavior change Frameworks:Types of interventions Modernization Social marketing Diffusion of innovations Entertainment-education

  5. Participatory model Definition of communication: information exchange/dialogue - horizontal Definition of development communication: grassroots participation via group interaction • Problem: structural inequalities/local knowledge ignored • Solution: information exchange/ participation • Goal: process-oriented: empowerment, equity, community Frameworks:Types of interventions Social change/praxis (Freire) Empowerment education Social mobilization/activism Participatory Action Research Rapid Participatory Appraisal Community Involm. in Health

  6. Approaches within Health Communication Individual/Diffusion Structural Causes/ Participation Dissemination /Persuasion IEC BCC UNAIDS CFSC Convergence model No magic formula Diversity of frameworks + diversity of strategies + multiplicity of interventions = Growth of the field = New conceptual approaches

  7. 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

  8. 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-)

  9. 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

  10. 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)

  11. 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 • Sood and Witte • Singhal • Singhal and Rogers – Combating AIDS (2004) • EE and the Public Sphere • Tom Jacobson • Sense–making and multiple mediations • Tufte (2004) • Barbero (1993) • Orozco

  12. Edutainment • Telling stories strategically….

  13. 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)

  14. CopingStrategy • 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)

  15. Case: Soul City • Introduction: concept and aim • Video with three Soul City stories • Results • Lessonslearnt

  16. 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.

  17. Soul City- campaign elements • Weekly tv-series episode, 13 weeks(Engelsk ++) • Followed by 60 daily radio-drama episodes (9 differentlanguages) • Educationalpackages, inclteachers guide • Adulteducationpackages • Sections/publications for 10 largestnewspapers in SA • One offpublications for journalists • Workshops for journalists, localcommunityworkers, police, healthworkers, etc • Competitions: (Soul City Health Worker of the Year, essays competitions, etc) • Soul Buddyz Club structure in schools

  18. Soul City - guidelines… • Edutainmentas coreconcept • Continuity, since 1994 • Branded • Highquality • Multi-media • Research-driven • Training and educationalcomponents • Strategicpartnerships (ie NVAW) • Communitymoblizing • Multi-leveladvocacy

  19. Soul City video clips Examples: Domestic Violence Disability (Soul Buddyz) HIV/AIDS Prevention

  20. 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

  21. 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

  22. 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

  23. 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 Which change process do you wish to articulate?

  24. 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)

  25. 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.

  26. Towards a CFSC Approach in Health Communication (I) 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

  27. Towards a CFSC Approach in Health Communication (II) How do we Push a Social Change Agenda? • Voice and Visibility of affected populations – both in public AND private dialogue • Enhance Cultural Citizenship in Content and Mode of Address (communicate about issues and in ways 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

  28. 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.

  29. Ressources…and thank you! • www.soulcity.org • www.communicationforsocialchange.org • www.comminit.com • www.fooddudes.co.uk • www.ruc.dk ttufte@ruc.dk http://ruc-dk.academia.edu/ThomasTufte

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