Abstract
Amaç: Dijital medyanın baskın rolünün hissedildiği bir ortamda propaganda, farklı eğitim kademelerinde ve farklı disiplinler içinde eğitim sürecine dahil edilmektedir. Propagandayı şeytanileştirmek yerine propaganda eğitimi aracılığı ile demokratik sürecin bir parçası olarak bu kavramı değerlendirmek sorgulamayı, diyaloğu, eleştirel düşünebilmeyi sağlayacaktır. Çalışmanın kavramsal temelleri, İletişim Çalışmaları Profesörü Renee Hobbs’un 2021 yılında ABD Yayıncılar Derneği tarafından Sosyal Bilimler alanında mükemmellik ödülü alan Mind Over Media: Propaganda Education for a Digital Age isimli kitabında yer alan fikirleri ve özellikle beneficial propaganda (faydalı propaganda) kavramı üzerine inşa edilmiştir. Yöntem/Tasarım / Metodoloji / Yaklaşım: Çalışmada, 5 kişilik İletişim Bilimleri Bölümü öğrencileri ve 5 kişilik Siyaset Bilimi ve Kamu Yönetimi Bölümü öğrencilerinden oluşan iki grup ile round-robin beyin fırtınası yöntemi aracılığı ile döngüsel fikir alışverişi oturumu gerçekleştirilmiştir. Bu oturumlarda, farklı kategorilerdeki güncel dijital propaganda içerikleri katılımcılarla paylaşılmış ve soru formlarında yer alan yarı yapılandırılmış sorular aracılığı ile bu içerikleri döngüsel bir biçimde çözümlemeleri istenmiştir. Bulgular: Bulgular aracılığı ile propaganda eğitiminin, tüm bu içerik bombardımanı karşısında, eleştirel düşünme, sorgulama ve diyalog geliştirmeye yönelik katkısı vurgulanmıştır. Özgünlük: Özellikle dijitalleşmenin gündelik yaşamdaki etkisi dikkate alındığında, dijital propagandayı tanımlaması ve propaganda eğitimine yönelik bir değerlendirme yapması sebebiyle bu çalışma özgün bir değere sahiptir.
References
- Avrupa Konseyi, (2018). Dealing with propaganda, misinformation and fake news – intro. Erişim: https://www.coe.int/en/web/campaign-free-to-speak-safe-to-learn/compendium/-/asset_publisher/V1l7nfhFNH6d/content/dealing-with-propaganda-misinformation-and-fake-news-intro
- Bjola, C. (2017). Propaganda in the digital age. Global Affairs, 3(3), 189-191.
- Cox, J. (2020). How to use the round robin discussion teaching strategies. Erişim: https://www.unige.ch/innovations-pedagogiques/application/files/1115/8877/8105/Jorg_Balsiger_SocDur_How_to_Use_the_Round_Robin_Discussion_Teaching_Strategies.pdf
- Farkas, J., & Neumayer, C. (2020). Disguised propaganda from digital to social media. Second International Handbook of Internet Research, 707-723.
- Fitzmaurice, K. (2018). Propaganda. Brock Education, 27(2), 63–. https://doi.org/10.26522/brocked.v27i2.580
- Gila Herald (2023). Importance of propaganda education for enhancing democracy. Erişim: https://gilaherald.com/importance-of-propaganda-education-for-enhancing-democracy/
- Hobbs, R. (2020). Mind over media: Propaganda education for a digital age. WW Norton & Company.
- Hobbs, R. (2021). Beyond the smear word: Media literacy educators tackle contemporary propaganda. In Research Handbook on Political Propaganda (pp. 405-420). Edward Elgar Publishing.
- Ingram. H.J. (2016). A brief history of propaganda during conflict. ICCT Research Paper (Online), 7(6), 1–47. https://doi.org/10.19165/2016.1.06
- Lasswell, H. D. (1927). The theory of political propaganda. American Political Science Review, 21(3), 627-631.
- Lasswell, H. D. (1971). Propaganda Technique in World War I. MIT Press.
- Mind Over Media, Analyzing Contemporary Propaganda (2020a). Erişim: https://propaganda.mediaeducationlab.com/
- Mind Over Media, What is Propaganda? (2020b). Erişim: https://propaganda.mediaeducationlab.com/learn
- Neyazi, T. A. (2020). Digital propaganda, political bots and polarized politics in India. Asian Journal of Communication, 30(1), 39-57.
- Paddock, T. (2014). World War I and Propaganda (Vol. 94). Brill.
- Rusu, M. L., & Herman, R. (2018). The implications of propaganda as a social influence strategy. Scientific Bulletin-Nicolae Balcescu Land Forces Academy, 23(2), 118-125.
- Soules, M. (2015). Media, Persuasion and Propaganda. Edinburgh University Press.
- Sripradith, R. (2019). An investigation of the round robin brainstorming in improving English speaking ability among Nakhonphanom University's second year students in Thailand. Journal of Education and Learning, 8(4), 153-160.
- Varbelow, S., & Yaworsky, W. (2023). Education, democracy, and propaganda: An epistemological crisis. Critical Questions in Education, 14(1), 1-13.
- Walton, D. (1997). What is propaganda, and what exactly is wrong with it. Public Affairs Quarterly, 11(4), 383-413.
- Wooddy, C. H. (1935). Education and Propaganda. The Annals of the American Academy of Political and Social Science, 179, 227–239. http://www.jstor.org/stable/1020300
- Woolley, S. (2021). How can we stem the tide of digital propaganda? Center for International Governance Innovation. Erişim: https://www.cigionline.org/articles/how-can-we-stem-the-tide-of-digital-propaganda/
Abstract
Purpose: In the era of pervasive digital media, the integration of propaganda into various educational levels and disciplines is a noteworthy phenomenon. Rather than stigmatizing propaganda, this study advocates for its incorporation into education to foster democratic engagement. The exploration of propaganda as an educational tool encourages questioning, dialogue, and critical thinking. The study draws on the insights of Communication Studies Professor Renee Hobbs, particularly her book "Mind Over Media: Propaganda Education for a Digital Age," which received the Excellence Award in Social Sciences from the US Association of Publishers in 2021. The focus is on the notion of beneficial propaganda, recognizing its potential positive impact. Method/Design/Methodology/Approach: The research involved two groups, each comprising five students from the Department of Communication Sciences and the Department of Political Science and Public Administration. Facilitated round-robin brainstorming sessions exposing participants to current digital propaganda content in political, public safety, and public health categories. Findings: Through circular analysis employing questionnaires addressing message source, target audience, techniques used, and messages about lifestyle, values, and perspective, the study emphasizes the role of propaganda education in developing critical thinking, fostering questioning, and facilitating dialogue amid the constant barrage of content. Originality: Especially considering the impact of digitalization on daily life, this study has a unique value as it defines digital propaganda and makes an evaluation of propaganda education.
Keywords
Propaganda Historical Propaganda Contemporary Propaganda Digital Propaganda Propaganda Education
References
- Avrupa Konseyi, (2018). Dealing with propaganda, misinformation and fake news – intro. Erişim: https://www.coe.int/en/web/campaign-free-to-speak-safe-to-learn/compendium/-/asset_publisher/V1l7nfhFNH6d/content/dealing-with-propaganda-misinformation-and-fake-news-intro
- Bjola, C. (2017). Propaganda in the digital age. Global Affairs, 3(3), 189-191.
- Cox, J. (2020). How to use the round robin discussion teaching strategies. Erişim: https://www.unige.ch/innovations-pedagogiques/application/files/1115/8877/8105/Jorg_Balsiger_SocDur_How_to_Use_the_Round_Robin_Discussion_Teaching_Strategies.pdf
- Farkas, J., & Neumayer, C. (2020). Disguised propaganda from digital to social media. Second International Handbook of Internet Research, 707-723.
- Fitzmaurice, K. (2018). Propaganda. Brock Education, 27(2), 63–. https://doi.org/10.26522/brocked.v27i2.580
- Gila Herald (2023). Importance of propaganda education for enhancing democracy. Erişim: https://gilaherald.com/importance-of-propaganda-education-for-enhancing-democracy/
- Hobbs, R. (2020). Mind over media: Propaganda education for a digital age. WW Norton & Company.
- Hobbs, R. (2021). Beyond the smear word: Media literacy educators tackle contemporary propaganda. In Research Handbook on Political Propaganda (pp. 405-420). Edward Elgar Publishing.
- Ingram. H.J. (2016). A brief history of propaganda during conflict. ICCT Research Paper (Online), 7(6), 1–47. https://doi.org/10.19165/2016.1.06
- Lasswell, H. D. (1927). The theory of political propaganda. American Political Science Review, 21(3), 627-631.
- Lasswell, H. D. (1971). Propaganda Technique in World War I. MIT Press.
- Mind Over Media, Analyzing Contemporary Propaganda (2020a). Erişim: https://propaganda.mediaeducationlab.com/
- Mind Over Media, What is Propaganda? (2020b). Erişim: https://propaganda.mediaeducationlab.com/learn
- Neyazi, T. A. (2020). Digital propaganda, political bots and polarized politics in India. Asian Journal of Communication, 30(1), 39-57.
- Paddock, T. (2014). World War I and Propaganda (Vol. 94). Brill.
- Rusu, M. L., & Herman, R. (2018). The implications of propaganda as a social influence strategy. Scientific Bulletin-Nicolae Balcescu Land Forces Academy, 23(2), 118-125.
- Soules, M. (2015). Media, Persuasion and Propaganda. Edinburgh University Press.
- Sripradith, R. (2019). An investigation of the round robin brainstorming in improving English speaking ability among Nakhonphanom University's second year students in Thailand. Journal of Education and Learning, 8(4), 153-160.
- Varbelow, S., & Yaworsky, W. (2023). Education, democracy, and propaganda: An epistemological crisis. Critical Questions in Education, 14(1), 1-13.
- Walton, D. (1997). What is propaganda, and what exactly is wrong with it. Public Affairs Quarterly, 11(4), 383-413.
- Wooddy, C. H. (1935). Education and Propaganda. The Annals of the American Academy of Political and Social Science, 179, 227–239. http://www.jstor.org/stable/1020300
- Woolley, S. (2021). How can we stem the tide of digital propaganda? Center for International Governance Innovation. Erişim: https://www.cigionline.org/articles/how-can-we-stem-the-tide-of-digital-propaganda/
Details
| Primary Language | Turkish |
|---|---|
| Subjects | Communications and Media Policy |
| Journal Section | Research Article |
| Authors | |
| Early Pub Date | September 30, 2024 |
| Publication Date | September 30, 2024 |
| Submission Date | January 20, 2024 |
| Acceptance Date | September 23, 2024 |
| Published in Issue | Year 2024 Volume: 23 Issue: 50 |
