Pathways to Critical Media Education and Beyond (2003)

‘Media Literacy’ as a Driving Force for Media Democracy: The Experience of the Forum for Citizens' Television and Media (FCT) (ii) Conducting research analyses on media content FCT conducts research analyses on the media and media texts, such as TV commercials, variety shows, news programmes, and newspapers from the standpoint of children, gender, race and world citizenship. We also joined two Global Media Monitoring Projects (GMMP, see chapter 6). Based on these research analyses, we clarify what the real issues are in the media, showing objective data about the media. In doing so, we also take into consideration various social and cultural contexts, such as media systems, media laws and codes, and audiences. Although not all FCT volunteers have professional knowledge or skills concerning research methods or analytical approaches, they nevertheless acquire them through the experience of conducting the research studies and consequently become more media literate and conscious about various media issues. (iii) Public Access: Publishing Newsletters and Survey Reports, Operating an Internet Homepage and Making Public Comments and Proposals on Important Media Issues The reports of the analyses, and other related publications, are sent to the popular media to show the results of data analyses and to make the public reflect on the issues we have pointed out and to encourage them to make changes in their own fields. We also make our voices heard in the mass media and to the public by publicising our opinions and suggestions, whenever it is necessary. We publicised our own FCT ‘The Charter of Citizens’ Rights on Television Broadcasting’ (see appendix I). When the issue of the introduction of ‘V-chip’ was raised, we proposed that the media introduce their own special codes for children’s programming. And when the government tried to pass the bill to impose new regulations on the media, we emphasised the necessity of promoting media literacy instead. 185

‘Media Literacy’ as a Driving Force for Media Democracy: The Experience of the Forum for Citizens' Television and Media (FCT) We also translated important international documents such as the Children’s' Television Charter and the Peoples Communication Charter so that they can be used as references for drawing up the codes. Creating one’s own media is one of the goals of media literacy. In the case of FCT, we created a newsletter and a website. By publicising our regular newsletter, Gazette, for more than 20 years since 1981, the FCT communicates with the wider society including the media. The FCT' also publishes research analyses of television programmes on a regular basis. In addition, it publishes reports of international forums and symposia, which we continue to hold at our major anniversaries. We now have a homepage Media Literacy Project in Japan, which is accessed by more than 124, 021 people till date. This site is linked with worldwide NPOs, with whom we have shared interests. The official sites of the government on the media policies and the pages of the media codes are also linked. In addition, the sites of the major television networks are linked to give reference materials for media literacy analyses. This site is now becoming a gateway for the public to study media literacy as well as a gateway for communication with FCT. (iv) Building a Global Network The FCT joined the global network of media literacy since the international conference at Toulouse, France in 1990. As the global network flourished, media literacy has become one of the main topics at various international conferences. FCT has attended such conferences as the First World Summit on Television and Children in Melbourne, 1995, the second one in London, 1998, and the third one in Greece, 2002. We informed the Japanese public of these conferences in our newsletters and workshops by translating and reporting major presentations and discussions. We regard the global network as quite important, especially today because of the globalised and much expanded media organisations. World citizens need to unite to confront such mega-media establishments and their power. 186

‘Media Literacy’ as a Driving Force for Media Democracy: The Experience of the Forum for Citizens' Television and Media (FCT) 16.3 Media Literacy in FCT a) Why ‘Media Literacy’ and Not ‘Media Education’? As you may have noticed, we do not use the term, ‘media education’. We avoid using the term ‘education’ consciously because in Japan the word ‘education’ is immediately associated with the established Japanese school education, which is carried out by passing on knowledge from top-to-down in a very passive way. Instead of this, the FCT’s aim is to make people active, autonomous and responsible readers and creators of media through media literacy activities and to change the media and society in order to make them more democratic. If we use the term ‘media education’, we figure that it is quite difficult to promote ‘a critical media literacy’, which is so important in our social and cultural context. Therefore, Media Literacy is defined at our web site, www. mlpj.org, as follows: “Media literacy is the people's ability to critically analyse and evaluate the media; and, further, to have access to the media and to express themselves, producing social communications in a variety of forms. It also means various forms of educational activities to develop media literacy as defined above.” b) Media Literacy Workshops Although the FCT offers media literacy workshops to children and school teachers, most of our workshops are carried out for adult participants. I will now explain how we advance the ideas and principles of media literacy through our workshops, which are the very base and core of our activities. Figure 1 shows the framework of the flow of our media literacy workshop. 187

‘Media Literacy’ as a Driving Force for Media Democracy: The Experience of the Forum for Citizens' Television and Media (FCT) Fig. 1: Flow of a Media Literacy Workshop Critical Reading Deepening Awareness by Writing Out the Text Reading From the Minority Perspectives Considering Social and Cultural Contexts Acquisition of Diversified Perspectives Through Dialogues Ability to Express and Make Social Commentaries Source: Toshiko Miyazaki, ‘Media Literacy: Towards the Construction of Democratic Media’ in Information Behavior and Social Psychology (1999). Our workshop starts with the explanation of the key concepts of media literacy. After that, we always conduct a media literacy workshop. The participants are asked to write out the codes of major visual and audio information such as close-ups, telops and narrations of media texts such as television commercials, a segment from news programmes, variety shows or dramas. Then, we ask the participants to develop group discussions and engage in dialogue on such themes as ‘From what perspective is the segment is made and with what purpose?’, ‘How are women, children, the aged and minority groups presented?’ ‘What values are embedded?’ and ‘What techniques are used to convey such values and meanings?’. 188

‘Media Literacy’ as a Driving Force for Media Democracy: The Experience of the Forum for Citizens' Television and Media (FCT) Through such dialogues, participants realise that each individual gives different meanings to the text. There are also similarities in some cases. Such exchange of readings of media texts will widen our views of how to look at society and the media and make us reflect and be sensitive to our own views. Thus, we read the media critically not for criticising it but for making ourselves realize that our reading is not the only one. There are various ways of reading media texts depending on the contexts in which each individual finds himself/herself. In other words, we read critically and engage in dialogues in order to ‘deconstruct’ our reading. In reading a media text, we take three aspects: text, audiences and production into consideration, as can be seen in Figure 2. Fig. 2: A Model for Media Analysis TEXT Media Audience Construct Meanings, Codes Culture, Gender, Age, Rhetoric, Genre Reality Education, Narratives Reading Skills, Values Psychological State, Ideologies Past Experiences Use production Codes of Practice, Ownership, Control, Finance, Distribution, Legality, Technology Source: Midori Suzuki, For Those Who Study Media Literacy (1998). 189

‘Media Literacy’ as a Driving Force for Media Democracy: The Experience of the Forum for Citizens' Television and Media (FCT) After the workshop, it is always pointed out that once one becomes aware and is able to read the media critically, one needs to make his/her ‘voice’ heard in the media and pass on the learning from the workshops to other people. Since the FCT conducted media literacy workshops in various local areas all over Japan, there have been several local groups established which now continue to hold their own Media Literacy workshops, making contributions to critical social communication in their own communities. Since 2000, the FCT has started a seminar programme on media literacy training for the general public including students, teachers, local officials and university staff. The seminar usually lasts three days and we give our ‘FCT Certificate of Media Literacy’ to those who complete our seminars. 16.4 Media Literacy and Media Reforms If we look back at the development of media literacy in Japan in the last 12 years, we can say that the importance of media literacy is more widely recognised by the public as well as governmental officials. As consciousness of the public increased, the mass media themselves have gradually begun to introduce some reforms. For example, the public and commercial broadcasters cooperatively established the Broadcast and Human Rights/Other Related Rights Organisation /Committee in 1997 and the National Association of Commercial Broadcasters in Japan produced new Codes of Conducts in News Reporting in 1997. The Japan Newspaper Publishers & Editors Association also announced a new Platform for Press Ethics in 2000. Recently some newspapers have started to establish their own Committees of Human Rights and the Press Reports. Once media literacy became a ‘trendy issue’, journalists from the mass media and government organizations began to come to FCT for consultation on media literacy. The most important of all is the fact that our president, Midori Suzuki, was asked to join the Study Group for Research on Young People and Broadcasting, Ministry of Posts & Telecommunications (MPT) from 1999 to 2000. In this committee, the FCT played a leading role in introducing media literacy and to confirm its importance to the committee members. 190

‘Media Literacy’ as a Driving Force for Media Democracy: The Experience of the Forum for Citizens' Television and Media (FCT) As a result, the final report of this committee clearly stated the importance of critical media literacy. This was the first time it was said so in an official document. Thus, although we are not involved in any direct lobbying with politicians, we did it indirectly by expanding our media literacy workshops and related activities to various places and areas such as local gatherings in women’s centers, in the media workers’ meetings and in the FCT seminars for school teachers and the academia. Thus, we can say that in Japan, reforms are made not by direct pressure groups or political movements but by public opinion which was inspired by increasing the number of people who became conscious about media issues and expressed their opinions about them. It can be said that the media literacy activity itself was also one of the significant factors which brought some changes in the media although it is not the only one. The important point in media literacy activity is that it helps people to become more aware of their social and media environment. Although it takes time, by continuing such activities we can give our democracy a very firm basis, fostering a core of conscious and active citizens. In other words, by participating in the FCT workshops, we make it possible for participants to realise their own stereotyped views on gender, age, occupation, race, nationality and social status and at the same time make them capable of deciphering the meanings of the media messages more thoroughly and deeply. In doing so, many of them begin to think simultaneously how they want their society to be in the future and how they can realise that vision. Thus, we can say that our workshops on media literacy, in which people continue to learn about the media systematically and critically, have actually worked as one of the driving forces to bring changes to media and Japanese society. 191

‘Media Literacy’ as a Driving Force for Media Democracy: The Experience of the Forum for Citizens' Television and Media (FCT) 16.5 Issues and Problems Our success does not mean that we do not have problems. As Media Literacy became more and more recognised in Japan, two groups of people appeared. One, those who advocated that media literacy should not to be so critical and that people need to understand the process of how media produce media texts. Two, those who use critical readings of media texts as a pretext for regulating and controlling the media. Neither are aims of our media literacy activity. To date we have the following ‘media literacies’, which are a major source of confusion to our media literacy activities. a) ‘Media Literacy’ which does not stimulate critical thinking but rather tries to make pupils/students show and understand how the media texts are produced by various hardworking professionals and using advanced techniques. b) ‘Media Literacy’ which encourages pupils/students produce some programmes such as short documentaries or promotion clips, etc., which tend to be initiated, taught and guided by media professionals or teachers, placing more emphasis on the technical quality of the programme rather than its content. c) ‘Media Literacy’ which involves only lectures about the activities outside Japan, especially those in Canada, England and US without any workshops. By listening to stories only, there are no opportunities for participants to carry out critical readings by themselves or exchange such readings. Without the experience of critical readings and reflection on them, it is quite difficult to take the media issues discussed as their own issues. 192

‘Media Literacy’ as a Driving Force for Media Democracy: The Experience of the Forum for Citizens' Television and Media (FCT) 16.6 Social and Political Context in Japan a) Government Administration of Media In Japan, freedom of the press and all other forms of expressions are guaranteed in the constitution, Chapter III, Article 21. As far as the print media is concerned, they are self-regulated. However, in the case of the broadcasting media, the Ministry of Public Management, Home Affairs, and Posts and Telecommunications (MPHPT), as the administrative authority, has the power of allocating radio waves, giving licences for broadcasting and for policy-making. The commercial television broadcasters are required to renew their licences every five years and their licences have to be approved by the minister of MPHPT. NHK’s annual budget also has to be approved by the Diet. Consequently, there is always a possibility that media content and policies reflect mainly the standpoint of the major political power. We do not have any separate independent institution for media policy and regulations, such as ABA in Australia or CRTC in Canada. Right after World War II, the independent Radio Regulatory Commission, which had the authority to give licences and open new stations, was established in Japan. But it was abolished in two years. Since 1952, the authority has been kept in the hands of the MPHPT. b) Government Policies Concerning the ICT policies, it is often discussed, and speculated, in the government how the new technologies can be and/or should be used to revitalise the national economy. It is rarely discussed on how one can use this technology to improve communication among people in order to construct a real participatory democratic society or to reform the political and administrative organisations, which are at present so much outdated and not functioning well. Thus, we can say that the media policies in Japan have existed mainly for the sake of the industries (media and non-media) and not so much for the people or Japanese society as a whole. Never seriously considered as part of the Japanese culture, the media can play an important role in fostering responsible citizenry and to create the future society of that we envision. 193

‘Media Literacy’ as a Driving Force for Media Democracy: The Experience of the Forum for Citizens' Television and Media (FCT) c) Awareness as a Base for Media Reform With the above stated situation in Japan, it is quite difficult to make any political appeals for media reforms because there is always a danger that our critical view is used as an excuse to put pressure on the media and prevent them from reporting on government and political affairs. One example of this concerns a bill for protecting personal information which has now been submitted to the Diet. The media, some scholars and writers have expressed strong objections to it because the bill incorporates statements which might lead to the limiting and control of reporters and others who write on Japanese society. The bill limits and/or controls the collection of critical information on government officials, politicians or important personnel in enterprises through interviews about them from those who know them or their activities. Moreover, while this bill clearly states the punishment for private enterprises that leak personal information data, there is no such punishment for similar ‘leaks’ by local and central governments. In such a political environment, it is not a good strategy to approach politicians and to lobby them, for we do not know how critical media literacy can be used as a tool in their political disputes. Therefore, the FCT chooses to appeal to the public to make comments and suggestions to the media directly based on our conscious, critical readings of the media and on our dialogues with many people. The situation is also difficult in the case of ‘gender and media’ issues. There are many in the media who understand fundamental human rights but not so many who understand the need to make changes particularly on gender issues. This is partly because there is such a small number of women employed in the media industries in Japan. And, they are either not in of decision- making positions or they abandon any idea of media reform and try to fit themselves in order to survive in their organisations. 194

‘Media Literacy’ as a Driving Force for Media Democracy: The Experience of the Forum for Citizens' Television and Media (FCT) 16.7 Strategies and Actions Lastly then, what strategies and actions are necessary to produce media reforms through media literacy? The FCT suggests the following possibilities. a) Media Literacy workshops as one of the alternative media forms that can change the mass media as well as ourselves. As I have explained, media literacy workshops for the people /citizens is one of the means to raise their awareness. This should become the firm basis for promoting democracy and a democratic media. However, one needs to be careful in defining what one means by ‘media literacy’, so that it is not reduced to a set of skills to use and to read media texts only but not to promote a democratic media and society. (As for the FCT workshop of media literacy, we conducted our seminar workshops in cooperation with Chulalongkorn University in Bangkok, Thailand in April 2002, using the Study Guide for Media Literacy, written and compiled by FCT. We are now translating this textbook into English. For those who wish to hold such workshops in their countries, the FCT is willing to give advice and help conducting such workshops.) b) Give comments and advise to the media and government committees. c) To make a Global Statement that recognises and ensures that global citizens hold the sovereignty of the information flow not governments or private enterprises. In order to realise this, we need to develop a set of rights and responsibilities necessary for all the citizens in the globe to secure and maintain our rights to communicate. Such a global declaration can be used as an important reference when each one of us demands that the media carry out reforms, both in their system and in the content of their products.. d) Global Networking with advocacy groups all over the world (such as alternative media networks and/or media literacy networks). ❖ 195

‘Media Literacy’ as a Driving Force for Media Democracy: The Experience of the Forum for Citizens' Television and Media (FCT) Appendix I The Charter of Citizens’ Rights on Television Broadcasting The Forum for Citizens Television and Media (FCT) presents this Charter for serious consideration and eventual adaptation. This is in recognition of the rights and responsibilities, which citizens possess toward the public airwaves. (November 7, 1992; revised : January 1, 1998) Article 1 The Right to Freedom of Expression Freedom of speech and expression is not limited to broadcasters and television producers. It is a fundamental right guaranteed to all citizens. Television stations should respect the citizens' right to communicate and should guarantee citizens' public access to television by providing equal means of expression to all citizens. Article 2 The Right to Freedom from Discrimination According to the basic principle of human rights, citizens shall not be discriminated against, on the basis of their gender, age, race, ethnicity, nationality, religion, lifestyle, occupation and /or social status, etc. In order to guarantee this basic principle of human rights, broadcasters, with the participation of citizens shall create codes of practice that protect this principle and should adhere to these codes. Article 3 The Right to Reply Citizens have the right to challenge any infringement on human rights, infringement on privacy, and of any offensive attitude by television. In order to guarantee this right, there is a need to establish an ombudsperson system. The ombudsperson shall be free to investigate any citizens’ complaints independent of government and/ or broadcasters' control or interference. 196

‘Media Literacy’ as a Driving Force for Media Democracy: The Experience of the Forum for Citizens' Television and Media (FCT) Article 4 The Right to Access to Information All citizens have the right to have access to the utmost diversified information. Television needs to offer diverse opinions and cultures based on multifarious values. Citizens have the right not only to select necessary information from such diversity but also the right of access to information on all matters related to broadcasting administration, management and programming. Article 5 The Right to Media Literacy Learning In the present media environment, television plays the dominant role. Citizens' right to autonomy should be established. Citizens should be guaranteed educational opportunities to learn Media Literacy. Citizens should have the right to participate in such activities. Citizens should have the right to use all or a part of television programmes and advertisements as reference material in pursuit of Media Literacy learning. Article 6 Rights and Responsibilities of Citizens Considering the important function of television as a public forum, citizens have the right and responsibility to participate in the whole process of making media policies and regulations. Therefore, citizens need to be involved in the planning of a new system that will lead to a shift of total regulation authority of the airwaves from the jurisdiction of The Posts and Telecommunications Ministry to an independent third organisation such as a Broadcasting Committee. In conjunction with this, a Citizens' Council on Programming needs to be established in order to reflect the diverse voices of citizens. 197



Conclusion



Chapter 17 Conclusion*: The Manila Initiative M. Nadarajah 17.1 Introduction The contributions to this volume are the involved presentations made during a six-day symposium-workshop in Manila in September 2002 by 29 participants, who came from Cambodia, India, Indonesia, Japan, Korea, Malaysia, Philippines, Taiwan, Thailand, Sri Lanka, Vietnam, UK and US. As a result of the six days of deliberations, the gathering, which broke into three sub-groups covering networking, media monitoring and media education, came up with six concrete, do-able initiatives. Collectively called The Manila Initiative, the six initiatives are: (a) an Asian online newspaper, (b) community radio project, (c) Global Media Monitoring Project (GMMP) at local levels, (d) gender sensitivity awards, (e) study of the status of media education in Asia, and (f) a clearinghouse and centre to collect, receive, maintain and distribute (Asian) media educational resources. * Based largely on a report presented on the 25 Sept. 2002 by Conrad Saldanha, chief rapporteur of the symposium-workshop. 201

Conclusion: The Manila Initiative While the gathering sought to go beyond critical media education, at the conclusion of the meeting it was realised, and reaffirmed, that the agenda of media education and reforms was very much alive and strong. Thus, while recognising the need to actively build networking, lobbying (directly or indirectly), media monitoring and direct action to bring about reforms and democratic changes in the media environment, the role of critical media education and reforms to contribute to such changes was maintained. Media education has a long-term positive impact on society. In this, both media education and media reforms are inter-dependent. In addition to the above, the ‘re-formation’ of the media was addressed not only in terms of specific reforms internal to the established mainstream but also media institutions or practices. The approach to media reforms adopted was more comprehensive. The deliberations thus broadly addressed a) the more fundamental issue of people-oriented and people-managed alternatives to (undemocratic) mainstream mass media; b) the concern for the nature of media content, i.e. democratisation of the media also meant the need to address the nature of media content in terms of its creation and ownership; c) the realisation to build relationships with other movements that address critical issues affecting the democratic basis and sustainability of societies in general in order to actively engage with them for political strength and for sourcing alternative media content; and d) the need for an overall framework and methodology to guide media education and reforms. The deliberations at the meeting which covered a large number of areas and concerns are presented below in greater detail under self-explanatory headings that reflect the questions the Manila Group asked itself throughout the six-day engagement. 202

Conclusion: The Manila Initiative 17.2 Where Are We Now? Media education that is carried out across Asia consists largely of local activities or initiatives. Speaking from an Asian context, they are fragmentary and isolated. Media education has so far been an internal activity. There is no active collaboration or engagement with other movements struggling for democracy and sustainability. There is even hardly much collaboration across the media education groups working in their national contexts. In addition, media education activities are not directly or comprehensively connected with media reforms. While there are examples of a number of methodologies to achieve media education (or media literacy), there has been an absence of thinking on comprehensive frameworks. There is an absence of a common vision of the future, which has the power to bring not only the media education groups together but also engage them with the other movements. Speaking from a societal development context, unsustainable trends flourish. The presentations and deliberations at the meeting identified the following realities: a) Undemocratically powerful mega media corporations/conglomerates, b) Aggressive corporate, top-down globalisation, c) A unipolar world, d) American-centrism/Americanism, e) Commodification and homogenisation/standardisation, f) Fordism to Murdochism, g) A belligerent and prescriptive TV (prescribing, not describing, reality/lifestyle), h) Powerful, globally pervasive brand cultures, i) Indiscriminate and unsustainable consumption, j) Inner-city and urban-centrism, k) Problems of women, tribal communities, senior citizens, children and the disabled, l) Worsening of social injustice, inequality and poverty, and powerlessness, and m) Irreversible unsustainable growth paths. 203

Conclusion: The Manila Initiative These realities also indicate a number of critical tensions – for example, globalism vs. localism, mass media vs. community media, broadcast vs. narrowcast - that need to be addressed by advocates of democratic media and resolved collectively with those working with other issues. 17.3 Do We have a Common Vision? Where should we be going as a community? The deliberations suggested a common future based on: a) justice, b) peace, c) integrity of Creation/Nature, d) freedom of information, e) freedom of communication, f) equity & equality (across gender, in intra- and inter-generational relationships and between cultures), g) spatial and temporal inter-connectedness, and h) spiritual orientation and sustainable values. 17.4 What Are the Critical Areas of Deliberations and Involvement? The deliberations at the meeting brought to relief many critical themes and sub-themes in relation to media education, reform and the democratisation of the media. The following areas were part of the deliberations: networking, approaches to media education pedagogy/methodology, business/finance model, alternative media, media regulatory environment, training and capacity building, new information and communication technologies for democratic communication, inter-religious dialogue, engaging with mainstream media, gender equity and equality, critically engaging with different constituencies, and examination of trends, overviews and frameworks. Below, some discussion on these areas is presented. Please note that the chapters mentioned below are merely to draw your attention to a sample contribution. However, some themes appear in many of the papers presented or are generated as a result of issues raised in a paper. 204

Conclusion: The Manila Initiative a) Networking: The discussion on networking reiterated its importance. In addition, it examined (i) networking between media education groups, (ii) networking between media education groups and civil society (non-governmental) organisations that take up other issues like human rights, and (iii) networking at an Asian level and at a global level (chapters 6 and 7). b) Media Education Pedagogy/Methodology: An interesting and important theme that emerged as part of the deliberations was the one on media education pedagogy or methodology. There were a number of approaches: (i) ‘deconstruction’ of media texts and the recognition of multiple readings of a single text (promoted by those who use ‘media literacy’ rather than media education [chapter 16]), (ii) conscientisation and action-learning approach based on the work of the Brazilian educator, Paolo Freire (chapters 7 and 14), (iii) the audience as an active and critical interpretative community (chapter 13), and (iv) an approach that integrates action and participatory research. Another related concern that was covered about media education was the question of how to institutionalise it in the formal education process. As a specific course/programme along with other courses or a general one to pervade all subjects as a component part? One other way that contributes to institutionalisation is to issue certificates, a value in a highly credentialistic society (chapter 16). c) Financial Model: Among the themes that constantly came up and demanded attention was finance: How will media education or media reform activities be funded? This was a critical concern as funds are required to carry out many of the media education/reform activities. This concern was not so much a topic covered in the papers presented but one that came up as part of the discussions on the presentations. 205

Conclusion: The Manila Initiative The deliberations on a ‘business’/finance model included the following: (i) obtaining funds for projects from national and international funding organisations; (ii) social marketing of ‘products’ such as books, reports, productions or subscriptions, or social marketing of services such as political consultancy, risk analysis, membership, equipment rentals, or online platforms (technology-based services); (iii) forming a Trust or a special Fund supported by like-minded people; and (iv) strategic engagement with business houses for support, sponsorship or contracted sales understanding. This theme seemed to have generated significant discussion. A lack of financial resources makes it difficult to undertake a sustained and professional level of media education and reform. There was a need for a ‘sustainable financial model’. A voice of caution was also raised regarding engagement with business, or becoming a business. For once this is done, it becomes difficult to draw a line, or maintain a balance, between the need for profit (i.e. the need to be financially independent) and the goal of social development. Such a situation, it was recognised, may eventually lead to the corruption of the social agenda. It is perhaps worthwhile here to keep in mind the emergence of a debate within business and management circles - particularly those who see the importance of values in business endeavours - about the ‘profit-only bottomline’, with a trend, at least largely theoretical now, towards considering business practices that go beyond profit to include social and ecological bottomlines. d) Alternatives to Mainstream Mass Media: Another theme that engaged the Manila Group was the alternative to the top-down, one- to-many broadcast mass media. This issue was raised and discussed in terms of two major areas: (i) development and dissemination of alternative content, and (ii) community-oriented media (in terms of management control, scope of technological deployment, and content creation). 206

Conclusion: The Manila Initiative An interesting idea that came up in this context was the discussion on the need to ‘mainstream alternative media’, i.e. work at the scale of the mainstream media yet be socially and politically pro-people and pro-democratic. The Internet offers a real possibility for this as the experiments in Malaysia (chapter 10) and South Korea (chapter 11) show. The case study from Taiwan (chapter 12) is also, to an extent, an example of this. In this context, community radio and its immense potential captured much attention (chapter 8 and 9). e) Regulatory Environment: Another major theme was the regulatory environment. The regulatory environment contributes to monitoring, control, maintenance and development, all to realise greater democratisation of the media. During the deliberations, a number of sub-themes emerged: (i) the availability of comprehensive legislation but poor implementation and enforcement; (ii) the need for rules/codes of conduct, rating scales and viewing guides by national and international organisations for viewing television programmes and films, particularly meant for children and teenagers; (iii) systematic and periodic regional and global media monitoring on specific themes like representation of women (chapters 6 & 7) or threatened local cultures; and (iv) establishment of multi-stakeholder press councils. As part of this deliberation, it was also suggested that control over new communication technologies allows for effective monitoring and opinion building. f) Human Resources Development: Training and capacity building was addressed directly (chapter 15) and indirectly. Building alternatives to the mass media and reforming media in the direction of greater democratisation involves building human capital and vastly improving the communication competencies of the public or specific constituencies among the public. It requires an alternative human resources development strategy. For instance, for greater gender 207

Conclusion: The Manila Initiative equity and equality in media or for the community radio project to succeed requires improving competency levels and knowledge of management technologies. g) Dialogic Model of the Media: Inter-religious and inter-cultural encounters are inevitable in Asia, with so many religious and cultural groups living in close proximity to each other. Media has a major role to play in dealing with and shaping a dialogic relationship between the various religious groupings to achieve peaceful and sustainable co-existence. This was a specific but significant concern taken up for deliberation through two case studies (chapter 8 and 12). They provide insight into the processes of dialogue-building through media between various groupings in multicultural Asia. The deliberations provided a stronger emphasis for a ‘dialogic model of the media’, a model characterisation that is an apt description of alternative media suggested in the deliberation of the Manila Group. h) Engagement with the Mainstream Mass Media: This interesting engagement led to two possibilities: (i) Should ‘alternative (democratic) media’ engage with ‘mass media’ or go separately? (ii) Assuming that engagement is necessary and useful, how does ‘alternative media’ engage with ‘mass media’? The deliberations suggested the second as more practical and politically advantageous. Thus, a particular form of engagement to influence mass media for the cause and concerns of the alternative media is to offer attractive awards for particular kinds of coverage of issues and reporting in the mass media (chapter 15). Another form of critical engagement is to issue regular and respected ratings on programmes produced by mass media. Siriwan, president of SIGNIS- Asia, practically engages with mass media – a local television network - by presenting children’s issues in Thai society. These touching human stories have become very popular, which of course are commercially advantageous for the network. Siriwan adopts a ‘provision of alternative content with a popular appeal’ approach. 208

Conclusion: The Manila Initiative There is also great scope in running sensitising and training sessions for mainstream print and electronic media journalists that acquaint them with critical media issues. i) Marginalised Groups and Themes: Gender equity and equality was a major concern with at least three significant presentations (chapters 6, 7 and 15) and one panel discussion covering the issue. While this is certainly a critical issue in society and the media, there were a number of questions that were raised and discussed. One critical question was about increasing the number of women journalists in the mass media. While an increase in the presence of women in the media is necessary and not disputed, Augustine, for instance, raised a pertinent question: What do they report or write on? Or what values guide their work as journalists or reporters or important decision-makers in the hierarchy of the media organisation? The euphoria of seeing a greater presence of women in the media will be dampened if we see that all journalists – men and women alike – write on fashion or something that encourages unsustainable consumption or production. While this is something that needs to be addressed, there is also yet another lingering and unsolved problem: the participation of women in their own representation that satisfies male desire and dominance. While it is a reasonable argument that women are part of a ‘script’ that they did not conceive or write, it remains an issue to advocates of democratic media on how to deal with the problem of representation of women as sex objects if one group of women actually volunteer to represent themselves as such. The situation is of course different for those who are economically forced to represent themselves as sex objects. The deliberations on these areas suggested that the issues need to be addressed and a strategy of media action developed that incorporates both genders. An associated reality that was mentioned but never really discussed was the problem of the representation of other disadvantaged and marginalised groups – ethno-cultural minorities, the disabled, children and senior citizens. 209

Conclusion: The Manila Initiative j) Trends, Overviews and Frameworks: Lastly, there were at least four papers that provided a discussion on trends, overviews and theoretical frameworks (chapters 2, 3, 4 and 5) to make greater sense of media education and reforms and give it some concrete directions. A critical observation was made with reference to globalisation and its impact on media education, reforms and democratisation. There was a major concern that commodification riding on the back of corporate globalisation would lead to global (cultural) homogenisation and standardisation. This would result in the cultural marginalisation of Asia, as evidenced by a particular aggressive and cultural form that globalisation has taken - Americanism. The ‘American idiom’ (chapter 3) influences not only our television programmes and their formatting but also how a news presenter reads the news, and the lifestyles of the young in Asia. A major media agenda covering education and reforms is needed to deal with this problem, even as scholars - both radicals and apologists - debate over issues of globalisation, localisation and hybridisation. One suggestion that is captured in chapter 4, which deals with technological trends, is that not only must media activists appropriate the new information and communication technologies but also begin loading content systematically into the new virtual space to continue the cause of media education and reforms. A failure in both areas will see greater cultural marginalisation in the years ahead in this millennium, when the print media and traditional broadcast media will diminish in spread, use and importance. In the end, we need a new approach to globalisation (chapter 5), which is democratic and which respects difference and diversity. In relation to this, we need a development model that is based on the global and local principles of sustainable development (chapter 2). It is within such a context that we can locate a democratic, sustainable media that has the twin functions of education and reformation, both of which will contribute to the process of democratisation of the media. 210

Conclusion: The Manila Initiative The engagement with trends, overviews and frameworks is to comprehensively position democratic and dialogic media advocacy in relation to education and reform to achieve both practical and political aims. One of the most critical issues raised was that the proponents of media education and media reform do not just examine issues emerging from an undemocratic and unsustainable media. Such a focus will limit the impact of the media education or reform movement. If these activities are properly placed within the contexts and frameworks that have been suggested, it would then be possible for advocates of democratic media to (i) understand that unsustainability goes beyond the media, (ii) expand the scope of the content they will deal with and disseminate, and (iii) engage with members of other movements, thus building up the movement for a sustainable society collectively envisaged above (see section 17.3). 17.6 What Should We Address and Develop Further Individually and Through Our Organisations? While the Manila Group was involved in networking, research and monitoring, media education, developing alternative media, and media reforms, the discussion on issues and concerns yielded many and varied themes. These will be addressed and developed as on-going activities of the individual members of the Group: a) Networking between groups involved in media education, b) Systematising pedagogical methodologies for media education, c) Developing and consolidating activities for alternative media, d) Engaging strategically with mainstream media, e) Developing a sustainable financial model, f) Regulating the media environment, g) Resisting corporate globalisation and global media corporations, h) Monitoring the media, i) Fighting cultural homogenisation, j) Improving and intensifying face-to-face communication, k) Seeking gender, cultural and inter-generational equity and equality, 211

Conclusion: The Manila Initiative l) Training and capacity building, m) Encouraging inter-religious and inter-community dialogue, n) Confronting the challenges of the Internet and those introduced by ICTs, o) Investing labour in appropriate media technologies, p) Targeting groups and frameworks contexts, and q) Building strategic, long-term alliances with other movements working towards spiritually vibrant, sustainable futures. 17.7 The Manila Initiative The six days of sharing and deliberations ended with what has been earlier referred to as The Manila Initiative. The Initiative - a response to some of the issues and concerns the Manila Group articulated - was conceived as an action strategy to be pursued in the post-symposia period by the Group collectively in order to promote media education and reform. It covered the following areas: a) networking, b) media monitoring/watch, and c) media education. a) Networking Initiative I: Asian Online Newspaper (i) This would involve • creating a database (people, institutions, resources), and • developing a strategy that will involve a feasibility study. (ii) The feasibility study will include • a model for achieving financial independence, • social ‘branding’, and • promoting the uniqueness of the service. 212

Conclusion: The Manila Initiative Initiative II: Community Radio Project (i) This will involve an assessment of the current situation in relation to community needs, feasibility and/or acceptance. (ii) This would also include a study of the issues and problems such as licensing and franchising within a particular national context. (iii) There will be an effort to examine immediate opportunities in such areas as Timor Leste (East Timor), Indonesia and the Web (i.e. a Web Radio). (iv) Documenting successful case studies of community radio projects as in the Philippines or those achieved through UNESCO and UNICEF. b) Media Monitoring/Media Watch Initiative III: Global Media Monitoring Project (GMMP) at Local Levels (i) Continue the monitoring of women’s issues in the media together with the local representative of WACC. (ii) The local study will be expanded to cover other issues relating to development. However, the part covering women will adopt the methodology of GMMP. (iii) This will start in the Philippines. Initiative IV: Gender Sensitivity Awards (i) ‘Gender Sensitivity Awards’ for advertising in three media, i.e. TV, radio and newspapers. (ii) This activity will be organised Asia-wide in the coming years. 213

Conclusion: The Manila Initiative c) Media Education Initiative V: Study of the Status of Media Education in Asia (i) This study will explore the strengths and weaknesses of media education in Asia. (ii) The topics explored will include, among others, pedagogical methodologies, financial resources management, existing and required human resources and competencies, available capacity, instructional and delivery technologies, content (issues addressed), national or local spread, whose responsibility, obstacles faced by media educationists, and definite changes/reforms achieved. Initiative VI: Clearinghouse/Resource Centre (i) A great deal of resource materials on media education are available in Asia and other parts of the world. (ii) We need a combination of a ‘Resource Centre and Clearinghouse’ for networking, acquisition, storage, retrieval and dissemination of such materials across Asia for those intending to build up the cause of critical media education. (iii) Such a centre could also encourage exchange of human resources in addition to educational resources. (iv) Since building up a resource centre/clearinghouse would involve renting physical space and managing the networking (to sustain the clearinghouse responsibility), acquisition, classification and dissemination, finance would have to be raised. 214

Conclusion: The Manila Initiative 17.8 Making a Collective Beginning… The above is a record of the deliberations and decisions by the Manila Group made during the six-day meeting in Manila. The record, however, is not intended to be passive but to open the way for and to inspire new collective endeavours at an Asian level. The Manila Initiative on critical media education and reforms comprises do-able projects. All it needs are some enthusiasm, commitment, solidarity and goodwill. In this context, it is perhaps important to note that as this volume goes to the press, the initiatives on the Asian online newspaper, the resources centre/ clearinghouse, the study of the status of media education in Asia, and community radio/media are slowly and steadily progressing from the idea stage to the realisation stage. In a sense, therefore, this is the collective embodiment of the spirit of the Manila Group and the firm belief that we in this generation, time and space can collectively make a small but significant difference to the world we live in. ❖ 215



Appendices



A pp e n d i x I Profile of Participants (in Alphabetical Order) Abe Cordero Manager, Information Systems, Operations, Support & Logistics Chikka Asia Inc. Manila, Philippines Fax No: (632) 631-7217 Website: http://www.chikka.com E.Mail: [email protected]; [email protected] Introductory Note Highlights of Career • 7 years in technical stage production. • 7 years in media related work particularly in video production, advocacy, training & development. • 7 years in stock brokerage & finance. • 7 years in information technology. Others Highlights • AB Social Science in Economics and Political Science at the University of the Philippines • Graduate Studies in communication at the Ateneo de Manila • University and a Management Development Program certificate at the Asian Institute of Management. • Manager of information systems, operations, support & logistics in Chikka Asia Inc. • 20 years of combined experience in the information, communication and next-level technologies specially in the design, deployment, installation and maintenance of systems. 219

Profile of Participants • Previously worked as vice president in an investment and securities firm and as managing director of a technology consultancy company. • Served as technology consultant and communication volunteer for JESCOMEAO, JESCOM Philippines, Ateneo Communication Department, and the National Office of Mass Media. • Part of the group called Radyo Bandido during the 1986 EDSA Revolution, instrumental in bringing PEOPLE POWER together through the power of Radio. • Handled more than 1000 technical installations for media related productions around the US, Europe and Asia region. Also involved in security-related activities & protocols for top dignitaries in the Philippines. ❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖ Ashish Sen Director, VOICES* Bangalore, India E.Mail: [email protected] Introductory Note Ashish Sen has over twenty years experience in print and broadcast media in Kolkata, Mumbai and Bangalore. He started his career as a journalist with the Ananda bazaar Group of Publications where he was Assistant Editor, Business Standard in the early eighties. Subsequently he shifted his work sphere to media and development and worked as Media Coordinator and Assistant Director of the Media Centre in Bangalore. Between 1995 and 2000, he was the Head of Communications for ActionAid India and also sits on the board of experts for Communicative English in Bangalore University. He is still in the Board. As Director of VOICES, he has been involved in jointly researching and finalizing the India Country Strategy Paper for Community Radio which was commissioned by AMARC in early 2002. 220

Profile of Participants Sen contributes regularly to mainstream media and writes a regular feature on development issues for the New Sunday Express, Chennai, India. Academic Qualifications: • M.A. in History from King’s College, Cambridge University, UK • B.A. in History from Elphinstone College, Bombay University • Diploma in Videography, Xavier Institute of Communications, Bombay Married with a child, he is passionate about theatre, especially Indian drama in English. *VOICES is a development communications organisation committed to the strengthening of community media towards the empowerment of the poor and the marginalised. ❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖ Augustine Loorthusamy (AUGY) Vice President, Signis World Special Assistant, Jescomeao Founder/Core Member, Asian Communication Network (ACN), Bangkok E.Mail: [email protected] Introductory Note • B.Sc. in Social Work, Asian Social Institute, Manila, Philippines • M.A. in Mass Communication, University of Leicester, UK • Diploma in Audio Visual Communication, Ateneo de Manila University, Quezon City, Philippines 221

Profile of Participants • 1977 – 1997: Director, Communications Center, Asian Social Institute Manila, Philippines • 1987 to present: President, People In Communication (PIC) (PIC is a network of 14 Communication Institutions involved in Mass Media work in the Philippines). As vice president, undertook the planning and organising of regular symposia and seminars involving journalists, academicians, media practitioners and consumers • 1987 – 1993: Secretary, World Association for Christian Communication (WACC), Asian Region • 2000 to present: Special Assistant, Jesuits Engaged in Social Communications in East Asia and Oceania (JESCOMEAO) • 1993 – 2000: Secretary, OCIC Asia • 2001 to present: Vice President, Signis World ❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖ Bernard Factor Canaberal Board Member, SIGNIS Asia Vice President, SIGNIS Philippines Board Member, Philippine Association for Media Education (PAME) E.Mail: [email protected] Introductory Note • Media Practitioner • TV host • Radio personality • Scriptwriter, director, producer (radio, television, film, stage) • Media educator (speaker/lecturer on: Media Awareness, MTV, film) • Media consultant • Authoring a Handbook on Philippine Radio Production. 222

Profile of Participants Cheon Young-Cheol Institute for Christian Communication Executive Committee Officer, Asia Region - World Association for Christian Communication (AR-WACC) Website: http://www.oikozoe.or.kr E.Mail: [email protected] Introductory Note Rev. Cheon works at the Institute for Christian Communication in Korea. He is in charge of the Korea Christian Network (KCN) which was launched in 1998. KCN is a small independent non-profit Internet Service Provider for churches and ecumenical organizations. The main objective of KCN is building up an electronic communication network in cyberspace and supports web-hosting, e-mail, thematic mailing lists, etc. Almost 150 Korean churches and ecumenical organizations are supported by KCN. Several international ecumenical organizations based in the Asia and Pacific regions are also supported by KCN for their internet activities. He has been the Executive Committee Officer of AR-WACC since 2002. ❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖ Conrad Saldanha Founder/Core Member and Co-ordinator, Asian Communication Network (ACN) St. John’s University, Ladprao Bangkok, Thailand Vice President, Training & Development in the Times of India Group of Publications (largest publishing house in India) Web site: http://www.acn-online.org E.Mail: Office: [email protected]; Home: [email protected] 223

Profile of Participants Introductory Note • Masters in Business Management (Marketing) from Jamnalal Bajaj Institute of Management Studies, Mumbai, India • 26 years experience in Multinational (Johnson & Johnson Ltd., Colgate-Palmolive Ltd.)and Indian-owned and managed companies. • He has held Senior Management positions, like executive director and vice president for about 10 years. • Seven years back, opted for a career in Training & Development. • Created and conducted courses for various organisations on Personal Effectiveness, Team-building, Assertiveness, Leadership, Conflict Management, Creativity, Selling & Presentation skills and other related areas. Has also given courses on Problem-Solving and Decision-Making, Media Marketing, Strategic Thinking, Scenario Planning and Career Planning. • Conducted workshops for educational institutions, religious congregations and dioceses on vision, mission and values. Resource person at FABC meetings on ‘PR and the Church’ in Manila and Singapore; similar programme also been given to various dioceses in India. • Member of team which conducted an organisational audit for a Catholic news agency (UCAN) based in Hong Kong to arrive at a strategic plan. • Member of core team of the Archdiocesan Synod held in Mumbai in January 2001. Currently, Vice-President of Archdiocesan Pastoral Council. Also involved in the Consultation on Education in the Archdiocese of Mumbai covering all types of educational institutions. • Taught Marketing Management at Jamnalal Bajaj Institute of Management Studies for the Masters in Management Studies course. Also taught at various other colleges like K.C. College of Management Studies, Xavier Institute of Management. Currently teaching Media Marketing at Narsee Monjee Institute of Management Studies and Xavier Institute of Communication. Director on the board of Xavier Institute of Management Mumbai. Advisor to the Rajendra Jain Resource Centre for Communication Studies, Somaiya College of Management, and Institute of Technology and Management. 224

Profile of Participants • Published articles in The Times of India, The Economic Times and other publications. • Member of the Bombay Management Association and the Advertising Club of Mumbai. ❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖ Delia C. Hernandez (Del) President, Philippine Association for Media Education (PAME) Manila, Philippines Core Member, Asian Communication Network (ACN) Bangkok, Thailand E.Mail: [email protected] • Co-ordinator, Educational Media Center, Ateneo de Manila Grade School, Ateneo de Manila University, Philippines. • Part-time Faculty of the Education Department and Communications Department, Ateneo de Manila University, Philippines. • Faculty facilitator of the Ateneo de Manila Teacher Center, Ateneo de Manila University, Philippines. Introductory Note • M.Sc. in Library Media, Virginia State University, USA. • B.Sc. in Education, University of San Carlos, Cebu City, Philippines Special Studies in Media Education. • Facilitator, Eduvision, Inc. • Trainer on Media Education in Bangkok, Thailand. Facilitator of Media Education workshop in Singapore and Indonesia. 225

Profile of Participants • Participant at the Conference on Summit 2000 Children, Youth and the Media: Beyond the Millennium in Toronto, Canada, May 2000. • Facilitator on Media Education in Asia, UNDA-OCIC General Assembly, Seoul, Korea (30 October - 3 November, 2000). • Trainer/Resource person for seminars and workshops on Library Media Management and Organization Selection, Production, Utilization and Evaluation, and Media Education. • Member, Philippine Librarians' Association Incorporated. • Board member, Philippine Association for Centers in Educational Media (PACEM). • Accreditor/Trainer, Philippine Accrediting Association for Schools, Colleges, and Universities (PAASCU). • Married to Marc V. Hernandez, with two children, Ignacio and Cristina. ❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖ Eleanor Magpale Gonzalez Executive Director, Philippine-China Development Resource Center 23 Madison Street, Second Floor New Manila, Quezon City, Philippines P.O.Box 10328, M Broadway Centrum, Quezon City, Philippines Fax: (632) 721 4651 E.Mail: [email protected] Introductory Note She completed her AB Broadcast Communication at the University of the Philippines in 1972. She took graduate courses in communication at the University of the Philippines in the mid '70s but did not complete the degree. She took a non-degree course called the Ateneo-Mowelfund Program for Artists in Cinema and Television in the early '80s. 226

Profile of Participants She graduated with an M.A. in Liberal Studies at Dartmouth College in 1987. She has worked both with the government: Development Academy of the Philippines and Farm Systems Development Corporation, and the non- governmental organizations: American Friends Service Committee, the National Council of Churches in the Philippines, the Institute for popular democracy and the currently with the Philippine-China Development Resource Center. Her volunteer work in the past five years includes: Secretary for the World Association for Christian Communication, President of the Asia Region - WACC, member of the Asian Network of Women In Communication, Co- Convenor of Kaalagad Katipunang Kristiano, Secretary of the Zen Center for Oriental Spirituality in the Philippines, Secretary of the UP College of Mass Communication Alumni Association, Moderator of the Communication Program of the Christian Conference of Asia, Board Member of Crossroads Publishing, and Member of the Centennial Committee of the United Methodist Church in the Philippines. ❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖ Evelyn Alinea Director, Catechetical Training Center Communication Foundation for Asia* (CFA) 4427 Interior Old Santa Mesa, 1016 Manila, Philippines E.Mail: [email protected] Introductory Note • Chemist by profession, Catechist by vocation. • Involved in catechetical ministry for thirty years. 227

Profile of Participants • Writes catechetical modules/manuals, conceptualizes and designs audio-visual portfolios for catechetical instructions, conducts catechetical training/seminars in schools and parishes within and outside Metro Manila, Philippines. • Taught Methodology in Catechetics to religious sisters, seminarians, catechists, ‘christian living teachers’ for fifteen years. *Communication Foundation for Asia: Founded in 1960 by the late Fr. Cornelius Lagerwey. CFA is a foundation dedicated to evangelisation and development of people through the use of all forms of social communication (training, electronic media production - radio dramas, video documentaries and educational/religious TV programmes - print media production - comics, magazines, catechetical materials). ❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖ Jamie Cabrera Ferrer College Faculty Member, Mass Communication and Psychology Departments St. Paul College, Quezon City, Philippines Graduate Student M.A. in Communication Ateneo de Manila University, Philippines E. Mail: [email protected] Introductory Note Jamie is a driven and dynamic female in her early twenties. She is well- endowed in creative, artistic, and people-oriented matters. She is also an expressive and opinionated individual who enjoys being with other individuals. 228

Profile of Participants Because she is genuinely concerned about the welfare of others, she has a gift of bringing people together and teaching them the ways of the world. On a professional level, it is her fourth year in the field of journalism and her third year in the arena of education. Because she was interested in educating the youth, she worked as a full-time writer for several glossies in 1999. After some time, she decided to push her interest further by shifting into freelance writing while pursuing her interest in teaching. Her teaching practice is a marriage of experiences with students at the preschool and college levels. Though she enjoyed educating children for a year, she decided to try her wings at teaching adolescents. It is her second year teaching psychology, mass communication, and english subjects to college students at St. Paul College. Aside from being a writer and an educator, she has been a freelancer photographer since 1999 and a freelance public speaker and trainer since 1997. She balances her work with her studies as she is a thesis shy of completing her Master of Arts degree in Communication at Ateneo de Manila University, where she also received her bachelor's degree in Psychology. While engaging in her work and studies, she also attends seminars and workshops to further her knowledge and experience in a vast array of fields. She does all these with the aim of becoming an active media practitioner and a transformational child and family psychologist, and putting up her own school in the near future. 229

Profile of Participants Jude Botelho, SJ Member, Board of Administrators, SIGNIS World Representative, Asian Communication Network (ACN) in SIGNIS International Group Member, Co-ordinating Team for Training & Formation, SIGNIS World Founder/Core Member, Asian Communication Network (ACN), Bangkok Website: http://www.netforlife.net E.Mail: [email protected] [email protected] [email protected] Introductory Note • Catholic priest of the Archdiocese of Bombay, India. • Work experience:Youth Ministry, Pastoral Work, Communication Training, and Media Education. • Past jobs: Youth Co-ordination (Western Region & Bombay). • Director, Pastoral Centre, Archdiocese of Bombay. • Executive Secretary, UNDA-OCIC India (6 years). • Executive Secretary, UNDA Asia (6 years). • Executive Secretary, Commission for Communication, Catholic Bishops’ Conference of India. • Member of UNDA World Board of Management. • Interests: Media Education, Pastoral Communication, Training & Formation, Networking, Use of New Technology, and Internet. • Licentiate in Philosophy, Pontifical Athenaeum, Pune 1964-67. • Licentiate in Theology, Pontifical Athenaeum, Pune, 1967-70. • M.A. History, University of Pune, Maharastra, India, 1972. • Diploma in Basic Television Production, Kuangchi, Taiwan, 1992. • Diploma in Pastoral Communications, Gregorian University, Rome, 1993. • M.A. Media Studies, Institute of Education, London University, 1998. • Staff of National Institute of Social Communications, Research and Training (NISCORT), New Delhi, India (on study leave). 230

Profile of Participants • Presently, doing doctoral research at Westminster University London, on Possible Use of the Internet for Religious Purposes: A Case Study of the Archdiocese of Mumbai, India. ❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖ George Gerald Martinson, SJ (Jerry) Vice President and Producer, Kuangchi Program Service (KPS) Taipei, Taiwan Secretary, Jesuits Engaged in Social Communications in East Asia and Oceania (JESCOMEAO) Founder/Core Member, Asian Communication Network (ACN) Bangkok, Thailand E.Mail: [email protected] Introductory Note • Entered the Society of Jesus (Jesuits) at Los Gatos, Calif.; USA, on 8 Sept., 1960. • M.A. in Philosophy; Gonzaga University, Spokane, Washington, 1967. • Film and TV studies; Loyola Marymount University, Los Angeles, Calif., 1987 - 88 • Lecturer, Philosophy; Fu Jen Catholic University, Taipei, 1971 - 74. • President, Kuangchi Program Service (KPS), Taipei, 1980 - 86 • Vice President, International Catholic Organization for Cinema and Audio-Visuals (OCIC), 1984 - 90. • Writes and produces religious, cultural, and educational radio and TV programmes. 231

Profile of Participants Leela Rao Director (Academic), Manipal Institute of Communication 576 119 Manipal, Karnataka, India E.Mail: [email protected] Introductory Note Formerly Dean, Faculty of Communication, Bangalore University. She has over twenty years teaching/training/research experience. Her area of special interest is Radio/TV/Film Studies. She was a guest producer for the countrywide classroom programme of University Grants Commission (UGC). She is a member of the International Association of Media Communication Research and co-ordinator of the Asian Network of Women in Communication. ❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖ Maria Victoria Cabrera-Balleza (Mavic) Programme Manager, Media, Information, and Communication Services Isis International-Manila 3 Marunong St., Central District, Quezon City, Philippines Tel: (632) 435-3405; 435-3408; 436-0312 Fax: (632) 924-1065 E.Mail: [email protected] 232

Profile of Participants Introductory Note She is the coordinator of Isis-Manila’s Regional and Global Women’s Media Team Project and the Convenor of the Asia-Pacific Dialogue on Media Codes of Conduct held in Malaysia in February 2001. She has also conducted a number of journalism workshops for students, peasant groups, and trade unionists. Mavic is a contributor to international publications including Kvinner (Women United), a quarterly magazine Fokus, a women's resource and research centre in Norway. She is the Chairperson of the Program Committee on Partnerships, Information Dissemination and Communications of the Working Group on Gender Issues of the International Telecommunication Union; and the Asian Representative of the Women’s International Network of the World Association of Community Broadcasters. ❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖ Macario D. Tiu Managing Director, Development Education Media Services Foundation (DEMS), Philippines E.Mail: [email protected] Introductory Note Macario has long been involved in NGO work, particularly in popular education and media production. He is also connected with a local university where he teaches English and literature. 233

Profile of Participants A. Magimai Pragasam Director, Centre for Media and Research 31 Tenth Cross Street Trustpuram, 600024 Chennai, India Tel: (91-44) 3721660 Vice President, SIGNIS Asia & SIGNIS India E.Mail: [email protected] Introductory Note Academic Qualifications and Professional Contributions: • M. A. (Sociology), Mysore University. • Film Technology, Xavier Institute of Communication, Mumbai. • Journalism, Mysore University. • Communication Studies, University of Leeds, UK. • Radio and Television Production, Hatch End, London. • Cultural Communications, Selly Oak Colleges, Birmingham. • Social Communication, CREC-AVEX, Lyon, France. • Visiting Professor, Madras University. • Visiting Professor, Avex Alliance, Lyon, France. • Media Consultant, Catholic Health Association of India. • Scripted and directed over fifty telefilms and documentaries on social issues. • Conducted a series of training programmes on Human Communication and Communication Media at international, national and regional level. • Presently doing Ph.D. at the University of Madras, India. 234