Pathways to Critical Media Education and Beyond (2003)

Profile of Participants M. Nadarajah Deputy Co-ordinator, Asian Communication Network (ACN) St. John’s University, Ladprao Bangkok 10900, Thailand Website: http://www.acn-online.org E.Mail: [email protected]; [email protected] Introductory Note Nat is a sociologist by training and holds a Ph.D. from Jawaharlal Nehru University (JNU), New Delhi, India. Before pursuing his doctoral degree, he worked as consumer education officer with a local consumer association in Malaysia. After his doctoral programme, he worked in a number of areas and capacities. He was the commissioning editor for India’s first private ethnic channel, Asianet. Later, he was a consultant to the sustainable development project of a regional consumer association, then based in Penang, for three years. He has also worked on a sustainable urbanisation project with a Japanese institute in Kanazawa, Japan. Nat is a board member of The Philanthropic Initiative of Malaysia (PHILIMA) based in Universiti Sains Malaysia (Science University of Malaysia), Penang, Malaysia. He is also consultant to a software team developing a performance-based competency model for a HRD company in Kuala Lumpur. Earlier he published a book based on his Ph.D. thesis entitled Beyond Workerism: Culture, Gender and Ecology. He is currently editing a book entitled Culture, Cities and Sustainable Development: The Kanazawa Initiative in the Study of Four Asian Cities (to be published by UNU Press). He periodically writes social commentaries on the Indian Malaysian community and multiculturalism, mostly in Malaysia’s first online newspaper, Malaysiakini. 235

Profile of Participants Nat is a freelance documentary filmmaker, starting his career in filmmaking in Madras with Sashi Kumar, Chairman, Asian Media Institute, Madras. He has a number of documentaries to his credit and is now working on a documentary on the island of Penang entitled Sustainable Penang. A rough conference version is already available. He is now researching for another documentary on the politics of hair. Both these productions are being planned with Cahayasuara, a lay-Catholic managed communication centre based in Kuala Lumpur, Malaysia. ❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖ Sashi Kumar B. Menon Founder Chairman, Media Development Foundation Madras, India Board Member, Asian Communication Network (ACN) Bangkok, Thailand E.Mail: [email protected] Introductory Note • M.A. (History) from Madras Christian College, Madras, 1975. • Diploma in TV from Film and Television Institute of India, Pune. • News presenter and interviewer for Doordarshan (National Television Network of India), produced current affairs programmes and documentaries and interviewed several heads of states, experts and leaders in various fields. • Mid-1986: Joined Press Trust of India-Television Division (PTI-TV) as Chief Producer, expanded its operations to include current affairs and new-related programming on Doordarshan's national network, corporate and promotional films, educational TV programmes for University Grants Commission and serials for regional centres like Trivandrum and Madras. 236

Profile of Participants • Initiated Doordarshan's first regular economic programme Money Matters, which completed 200 weekly editions. • Produced, directed and presented/anchored numerous current affairs and investigative features on subjects of topical interest ranging from politics and culture to anthropology and science. • Specialised in international docu-features all of which were telecast on Doordarshan. These included a two-part series on Disarmament and Development covering nine countries, a two-part series on Perestroika in the Soviet Union, five separate current affairs features on the ethnic strife in Sri Lanka, docu-feature on the overthrow of Ceaucescu in Romania, a two-part feature on the collapse of the Berlin Wall and German unification; an hour-long docu-feature on the Soviet withdrawal from Afghanistan; a feature on South Asia covering Bangladesh, Nepal, Sri Lanka, Pakistan and Maldives; feature on Iraq, feature on Cuba (1995) for Asianet. • Produced and anchored weekend cultural programme Taana Baana telecast on Doordarshan for over 30 weeks. • Anchored several international conferences including Non-Aligned Movement Meet, Commonwealth Heads of Government Meet, SAARC, etc. • Anchored and directed live the central budget presentation for Doordarshan's national telecast in 1988. • Lectured extensively on the Media in public fora and educational & training institutions. Participated in a number of discussions on various subjects of current interest over radio and television as well as in seminars. • 1984 - 86: First West Asia Correspondent of The Hindu, India's leading national daily, to Bahrain covering the region for the newspaper. Reported from Iran, Dubai, Qatar, Oman and Egypt. Was also news broadcaster on Radio Bahrain during this period, the first time for a non-Britisher. • Returned to India in early 1986 as General Manager, Mudra Videotech, a reputed production house in Bombay. In-charge of video production and marketing operations of Mudra including producing television serials. • As media critic of The Hindu and fortnightly Frontline, contributed several articles from 1980-86, specialising on the Media particularly on the cinema. 237

Profile of Participants • 1993 - May 1999: Promoter and Founder President of Asianet, the first Malayalam language satellite channel, and Director-Promoter of Asianet Satellite Communications Limited, state-wide cable network in the state of Kerala. • Selected to play lead role of Bodhidarma in Indo-Chinese co- produced (Doordharshan - CC TV) tele-film on the founder of Zen Buddhism in China. • Awarded the Shiromani Best Journalist of the Year Award for 1991-92. • Founder Chairman of Chennai Film Society founded in 1985 in Madras. • Founder and present Chairman of SAHAMAT Film Society in New Delhi. • Jury member in the International Television Festival (ITF) at Sichuan, China, in 1991. • Produced a documentary for PTI-TV entitled The Girl Child - Prisoner of Gender which received the second prize (Silver Giant Panda Award) at ITF. Other Areas: • Music: Learnt Carnatic vocal music for 8 years between 1976 and 1984. • Theatre: Directed and acted several plays produced both in Loyola College and Madras Christian College and later as part of professional theatre group The Madras Players. • Cinema: An avid student of cinema as critic and analyst. Writes regularly on films for The Hindu. Co-directed a feature film and two documentaries with P. Bhaskaran, a well-known film maker in Kerala. Played main protagonist role of Journalist in Malayalam feature film Iniyum Marichittilath Nammal (We who are not dead). 238

Profile of Participants Siriwan SantisakultARm President, SIGNIS-Asia Bangkok, Thailand E.Mail: [email protected]; [email protected] Introductory Note Bachelor’s degree in Journalism and Master’s degree in social welfare from Thammasart University of Thailand. She has 15 years of working experience as a TV producer of children’s programmes and also as a TV news reporter on the nationwide Thai TV Channel 9. While working as a TV reporter, she specialised in children’s and women’s stories and on social concern for human values, peace and justice. In 1990 her work was recognised by the Department of National Youth Bureau under the office of the Prime Minister as the highly commended first report for children’s stories in Thailand. A number of her broadcasting productions received awards both nationally and internationally (OCIC Award, Germany, 1996 and Nochopolanof Award, Poland, 1995). In November 2001 she received the Agnellus Andrew Award for life-time achievement in the field of Catholic communications. She serves in the Department of Social Communication in the Catholic Bishops’ Conference of Thailand. Since 2000, she has been a trainer for TV Journalist course at Crec-Avex (international training centre for Christian communicators) in France. She is a member of the International Study Commission on Media, Religion and Culture. 239

Profile of Participants Steven Gan Editor, Malaysiakini Kuala Lumpur, Malaysia Website: http://www.malaysiakini.com E.mail: [email protected] Introductory Note Steven Gan, 39, graduated in political economy in 1989 in Australia. He spent four years as a freelance journalist based in Hong Kong and traveled extensively during that time. He covered the Gulf War from Baghdad in 1991. Gan returned to Malaysia in 1994 and was appointed special issues editor for the newly launched The Sun newspaper. He also wrote a weekly column, Thursday with Steven Gan although he frequently had to battle both the paper's internal censors and the government. A year later, he helped break a story on the deaths of 59 inmates in the Semenyih immigration detention camp. When the editors refused to publish the story, he gave the information to human rights activist Irene Fernandez, who was subsequently charged by the government with spreading ‘false news’, which is a crime in Malaysia. Her trial, which began in 1996, is still being heard in a Kuala Lumpur court. In 1996, Gan was arrested during the Asia Pacific Conference on East Timor (Apcet II) when a pro-government mob sought to forcibly stop the meeting. He was adopted by Amnesty International as a prisoner of conscience. His last column was on the Apcet II fracas, which was spiked by the editor. He resigned from the paper in protest and worked as editorial writer for The Nation newspaper in Bangkok for two years. Gan is a co-founder of Malaysiakini.com, Malaysia's first and only independent media. Since it went live in November 1999, Malaysiakini has become one of the top news websites in the country. 240

Profile of Participants Malaysiakini received the Free Media Pioneer 2001 award from the International Press Institute, and Gan is a recipient of the International Press Freedom Award 2000 by the Committee to Protect Journalists. The online website was ranked 18 on Asiaweek’s Power 50 for 2001, and Gan was also selected as one of the 50 most influential individuals in Business Week’s ‘Stars of Asia’. ❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖ Teresita Hermano (Terry) Director for Services Sector and Women's Programme World Association for Christian Communication 357 Kenningon Lane London SE11 5QY England Website: http://www.wacc.org.uk E.Mail: [email protected] Introductory Note • Since 1986, she has travelled widely in her work for WACC, and has spoken at conferences and written articles for publications on media and gender. • She has also organised several international activities, including the 1994 Bangkok conference on Women Empowering Communication and the Global Media Monitoring Project 2000. 241

Profile of Participants Previously she worked as a teacher and radio broadcaster/news writer in the Philippines, before going to the US to study for an M.A. in Radio-TV-Film at the University of Kansas. She then returned to Manila to work as Director for Electronic Media at the Communication Foundation for Asia, where, over a span of 12 years, she was responsible for electronic media training and production, and was executive producer of two full-length feature films, various slide shows, radio drama series, TV documentaries, docu-dramas and children’s programs. ❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖ Toshiko Miyazaki Director, Forum of Citizens' Television & Media (FCT) Associate Professor, School of Media Science Tokyo University of Technology Japan Website: http://www.mlpj.org/ E.Mail: [email protected] Introductory Note • Member of FCT since 1995. • Director and co-ordinator of International Communication of FCT since 1999. • M.A. in Education in 1976. • From 1977 to 1979, engaged i2n42the study on television and children in Leiden University, Holland, with Dutch government scholarship.

Profile of Participants • From 1993 to 1994, made a literature survey on Dutch Media at the University of Amsterdam. • Taught at various universities as part-time lecturer and worked on public access and media literacy projects. ❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖ Santhosh George Joseph Secretary, Media Education for Awareness and Cultural Transformation (Mediact) Kerala, India E.Mail: [email protected] Introductory Note • Started involvement as a People's Theatre activist in Madhya Pradesh (now called Chattisgarh state) in 1988. Developed a theatre group Lok Sanskritik Manch (People's Cultural Forum) and put up performances on people's concerns in Raipur district in association with Jana Jagriti Kendra, Bonded Labourer's Organisation till 1994. • Joined Student Christian Movement of India (SCMI) as Study Secretary for Communication Desk from February 1994 to July 1997 and organised theatre, music and media-related programmes among college students both at national and regional levels. • Completed M.Sc. (Communication) at Madurai Kamaraj University in 1999. • Worked as programme co-ordinator of Thiruvalla Sanghom Charitable Society organising various programmes for youth and students in Thiruvalla, Kerala, during 1999-2000. 243

Profile of Participants • In October 2000, a media education programme was initiated in four schools in Thiruvananthapuram, Kerala. Mediact was formed in February 2001. • Presently co-ordinating along with ten volunteers the activities of Mediact in 5 schools in Thiruvananthapuram, Kerala. ❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖❖ Terrel M. Hill, Ph.d. Representative to the Philippines United Nations Children’s Fund (UNICEF) Introductory Note Dr. Hill is responsible for all activities of UNICEF in the Philippines, including advocacy for children, planning and implementation of programmes, and resource mobilization. Under his leadership, UNICEF has been one of the prime movers of the Child- Friendly Movement, which is now the framework for all sectors of society to participate in uplifting the well-being of Filipino children. He was Principal Advisor for Child Survival at the New York Headquarters since July 1987. In this capacity, he was responsible for providing policy guidance and field support for developing, reviewing and implementing Child Survival and Development programmes as well as other associated health issues. He served as the Co-ordinator of UNICEF global activities in support of Universal Child Immunization. 244

Profile of Participants Dr. Hill has worked with UNICEF for 24 years (since July 1978) joining as Programme Co-ordinator in Jakarta, Indonesia. He served as a technical representative of UNICEF and programming adviser to the Government providing assistance in planning nutrition and health interventions to reach children and mothers. From January 1985 to July 1987, Dr. Hill served as Co-ordinator for Child Health Services in the UNICEF Regional office for the Middle East and North Africa (MENA) in Amman, Jordan. He was responsible for providing guidance throughout the region on the context of primary health care and basic services. He also managed UNICEF country operations in Syria, Jordan and programmes for Palestinians. Before joining UNICEF, Dr. Hill worked as a Research Physiologist and Nutritionist in medical research at Letterman Army Institute of Research in San Francisco, USA, from January 1973 to September 1976. From 1971 to 1972, he served as Pre-Doctoral Research Fellow at the University of Illinois in Urbana, Illinois, USA, and conducted a research programme concerning human nutrition and production of small farm animals and rural development in Indonesia; from September 1968 to March 1971, Dr. Hill worked in the same University as a Graduate Research Assistant. Dr. Hill, a national of the United States, was born in July 1943. He attended Brigham Young University in Provo, Utah from 1966 to 1968, where he received his Bachelor of Science in Animal Science and Asian Studies. From 1968 to 1973, he attended the University of Illinois and received his M.S. and Ph.D. in Nutrition and Animal Science. From 1976 to 1978, he attended Brigham Young University and received his M.B.A. with a focus in Economics, Finance and International Business. 245

Profile of Participants Tive Sarayeth Co-director (in-charge of Networking Department) Women's Media Centre (WMC) of Cambodia Website: http://www.forum.org.kh/~wmc E.Mail: [email protected] Introductory Note Professional Experience: • Apr/1994 Radio producer for WMC • Mar/1994 Vice-chief of Foreign News Dept. for Kampuchean News • Apr/1984 Reporter for Kampuchean News • Jan/1979 Secretary for Provincial Information Office • 1975-1979 Farmer under Khmer Rouge regime • 1973-1975 Nutrition aid superviser for CRS • 1971-1973 English teacher for a private school Complementary Experience (seminars, conferences, volunteer work): • 2002 Training course on Building Gender Awareness and Development of Practical Skills, Phnom Penh, Cambodia • 1999 TOT training course, Phnom Penh • 1997 Gender Management Course, Phnom Penh • 1994 Video production and sound editing course, Phnom Penh • 1991 Australian journalism course, Phnom Penh • 1984 Journalism course, Phnom Penh 246

Profile of Participants Uajit Virojtrairatt Ph.D. Director, Human Rights Promotion and Network Co-ordination Bureau Office of National Human Rights Commission of Thailand E.Mail: [email protected] Introductory Note Some experiences concerning media education and media reform: • Radio Professional in Educational Radio Station for 15 years. • Action Research on Child to Child Radio Program. • Ph.D. Thesis on Analysis of Media Literacy of University Students in Thailand. • Assistant Professor in School of Communication Arts, Sukhothai Thammathirat Open University for 12 years. • Teaching and Training on Radio programming and Production for 22 years. • Action Research on Preparing Communities for Their Rights on Community Radio. • Informing, educating, training, consulting community representatives or change agents in all regions of the country on their rights in broadcasting media reform. • Concept and principles of community radio and managing community radio station with democratic participation, programming and producing radio programme. 247

Profile of Participants Yoseph I. Iswarahadi, SJ Director Puskat Audio Visual Studio Yogyakarta, Indonesia E.Mail: Office: [email protected] Home: [email protected] Introductory Note • After finishing his degree in theology in 1990, he joined Puskat Audio Visual Studio, Yogyakarta, working as program director, script writer, and trainer. He attended many international seminars on communication. • He attended a 3-month communication course at Crec-Avex, Lyon, France, in 1992. He finished his masters degree in Radio and Television at the University of the Phillippines, Manila, in 1999. • Since 2000, he is a program director of an inter-religious TV program (produced by Puskat) for Indosiar private television. He lectures on communication at Sanata Dharma University. 248

A pp e n d i x II – ( a ) 21 September 2002 PATHWAYS Newsletter of the Symposium-Workshop No. 1 Edited by Jamie Cabrera Ferrer and Santhosh George Supported by Conrad Saldanha and M. Nadarajah Inspirational Prayer (with audio-visual presentation) After a common prayer conducted by Bernard, Augy explained the role of the various organisations involved in this Conference. Since the two main collaborators were WACC and SIGNIS, Terry and Augy, as representatives of these organisations, gave the introduction to this Conference. Terry’s Opening Remarks Terry mentioned that media education has traditionally been understood as creating awareness, advocacy, and conscientisation. But we need to go beyond this understanding of media education. We need to become aware of the large media conglomerates like Time-Warner/AOL and CNN. We need to think of what can be done with reference to media structures that have implications for media education. We need to create a critical media awareness that goes beyond just the personal level to the institutional level. Media today is being used as a tool for globalisation. The American view of globalisation is the Mcdonaldisation of the world, as presented by Thomas Friedman. It states that any two countries which have a McDonald’s have not gone to war with each other. This point of view is very puerile. Terry went on to give a brief overview of WACC. WACC is based on the following Christian communication principles: community building, cultural development, and a participatory, liberating and prophetic outlook. 249

pathways 1 Some of the areas which WACC is involved in are: Ownership and control of media, marginalised groups, minority language groups, refugees and displaced persons, women’s programmes, a global monitoring programme with reference to the portrayal of minorities and women in the media. We need to look at communication in terms of freedom, equality and participation as well as a human right linked to development. point for Reflection The media is characterised by large media conglomerates. What can be done with reference to these structures? Augy’s Opening Remarks Augy stated that SIGNIS is an organisation which is the result of the merger of UNDA and OCIC. It concurs with WACC that we need to go beyond media education and therefore the title of this Seminar. There are certain key questions which we need to ask ourselves. Is there still a need for media education or have we exceeded ourselves? Why this symposium? What is the rationale? What is the motivating force behind this seminar? Why are we concerned? Is there an ideology and a philosophy that we embrace? What is our concept of development and change? By answering the ‘why?’ and ‘what?’, we would be able to achieve clarity, cohesion and the possibility of greater networking. Next, Augy considered involved reflections which are needed relating to the reality which we are addressing e.g. globalisation, global poverty, global ignorance, injustice, imbalance in wealth distribution, monopoly of information, cultural imperialism, media manipulation, gender exploitation, abuse of youth, migration/refugees, breakdown of family values, violence and corruption, conspicuous consumption, materialism, environmental degradation, fragmentation of responses (kingdoms and ‘queendoms’). How do we respond to this reality? Move from media education to media reform? Dialogue with mainstream media? Hold workshops and symposia? Legislate (this is difficult because of vested interests)? Network - personal and institutional? Organise campaigns? 250

pathways 1 What are the challenges? We need to know the scope and limitation of media education, how we can move from media education to media reform, what is the relationship between those involved in media education and those in media reform activities, what concrete actions can be envisaged after this symposia-workshop e.g. educating users to defend their rights, a civil society that is proactive, newsletters, cyber-activities, publications, forums. Point for Reflection We need to be aware of the problems involved when recommending solutions especially where legislating and lobbying is concerned. ‘Voices’: Participants’ Introduction/Expectations/Concerns We then went on to introduce ourselves and our expectations from this Seminar. Most of the expectations revolved around the participants’ desire to ‘learn and to share’. The other significant expectations voiced were: • “What media are we reforming?” • “How do we address the issue of speed?” • “What, why and how of media in catechesis?” • “Monitoring gender reality.” • “Need a bigger platform to know what people are doing as well as move to working together on common issues, going beyond one’s organisation, community or religion.” • “Conflicts in professional life and the need for a new story.” • “Examine frameworks for understanding media education and reforms and trends that influence us.” • “Explore alternative processes of institutionalising media education and media reforms”, • “Learn from your mistakes.” • “Create critical thinking among students so that they are able to make (moral) choices.” • “Go beyond media education, link with educational institutions, link with mothers.” • “After media education, what?” 251

pathways 1 Media and Sustainable Development: The Case For a Framework By M. Nadarajah Nadarajah then made a presentation. He began by saying that a theory is like a map and that a good theory is of practical use. The salient features of his presentation were: Commodification Commodification is the process of creating objects for the market, with the aim to profit. It has affected everything and all Nature. Even human beings have become commodities. Because Nature gets ‘hurt’ in this process of commodification, environmentalism was born. Sustainable Development Sustainable development is universally defined as the use of resources in such a way that it satisfies the needs of the present generation without compromising the future generations’ ability to satisfy their needs. It is an progression from environmentalism, and it includes more than just the environment. Sustainable development is a composite of environmental, economic, political, social and cultural sustainabilies. In this context, democratic media plays a critical role in promoting the issue of sustainable development. Media, Representation and Sustainable Development Media interfaces between the need to communicate and representation of what is to be communicated. Communication involves representation in understandable narratives (‘stories’). What/Who influence these representations? Is it democratically done? Or is it produced under a hegemonic situation? 252

pathways 1 The values one holds and the vision one has about society are the basis for the character of representation. Thus, if society is influenced by the ‘commodity culture of having’ (accumulating possessions), the representation made by the media (largely the commercial media) will be the type that will rationalise and legitimise a consumer culture/society. If the vision is one of a sustainable society and the values are non-anthropocentric, dematerialised and democratic, then the representation by the media of society, the people and their concerns will be different. Media has a pro-active role in society since most societies are moving in the direction of unsustainability. Media (largely, the democratic media) can encourage a process of social criticism, which brings about self-consciousness and pushes society to become conscious of itself and of the direction in which it is moving or growing. Such a situation allows for self-learning feedback loops that can lead to the reversal of unsustainable trends. Democratic media is directed by a different bottom line in contrast to commercial or state media. This bottom line is important in maintaining an engagement with the other media and in realising a sustainable society. Interventions To a question on consumption model a raised by Ashish, Nadarajah replied that traditional societies had a temporal sense. So when they consumed they knew where the substance that was consumed came from and where it was going. This allowed them to engage in conservation-preservation activities, which is more sustainable that what is happening today: people just consume and do not care where the commodities are coming from (eg. whether children were used to produce them) or where it is going (in terms of wastage, or future consequences). Jerry made a comment that the Church is interested only in one-way communication in order to protect its doctrine. He placed the church’s way of communication under the ‘state media’ type, (which implied the need the reform the communication and politics of representation within the church). 253

pathways 1 To a query by Fr. Jude on Nadarajah’s rationale for a presentation on sustainable development, Nat replied that his presentation sought to do two things: (i) locate media in a larger context of sustainable development, avoiding the limitation of just looking at media as an independent concern; and (ii) extend the circle of friends so that media activists can engage with those who are also working towards sustainability. In this way, the scope of networking is larger, more realistic and holistic. Advocates of media reform have a special role as communication and representation is critical to all those fighting more sustainable future. Democratising the Media: From Mass Media to Community Media and Beyond By Ashish Sen Nadarajah’s session was followed by Ashish’s presentation on community media/radio. The salient features are: Exclusionary not Inclusionary The situation in India is largely exclusionary rather than inclusionary where community radio is concerned. Foreign Direct Investment (FDI) is allowed in print but not in community radio. Community radio is not legitimised. It is still illegal in India (unlike some other places in Asia). There is a lot attention on private radio but not community radio. There is a large gap between the potential which exists of voices being heard and the actual experience of being heard. Media needs to bridge this gap. To undo this situation of exclusion will constitute democratisation of the media. 254

pathways 1 The Right to Information/The Right to Communicate We need to bring citizens into engagement with mass media. We need to correlate community building with development. We need a new paradigm which synergises the right to information with the right to communicate. We need to get the outside world to hear the voices of the excluded. We need to ask ourselves why these voices remain outside. How to move them into the mainstream? We need to understand the relationship between media and development. Even though there has been a rise in poverty level and the spending on education is negligible, development news is hardly covered in mainstream newspapers. Community media can play a critical in this kind of information dissemination. The Fight for Community Radio A third tier (i.e. community radio in addition to private and public) needs to be added in order to encourage a greater interplay between media and the forces of development. We need to move away from advocating communication as a rights issue and instead reinforce the idea that the denial of information aggravates the poverty gap (and other such situations). Even though there is an official recognition and ruling that the airwaves are public property, the government still goes by the 1885 Law, put in place by the colonial government, which does not recognise the legitimacy of community media/radio. In 1996, in the Bangalore declaration, the government was urged to endorse community radio through legislation. There are some initiatives like the Pastapur communication media centre which uses AIR to broadcast local issues but does not talk about community ownership. 255

pathways 1 Interventions Community radio needs to capture the dynamics of a mass campaign, more amplification, gain the support of other voices, encourage strategic networking with other bodies, pursue detailed discussions relating to ownership, bring itself from the periphery of current media needs to become its centre, promote ownership and management of the media by the community, and support community radio through cable. In Vietnam community radio is legislated provided for through legislations. In Thailand, there is a law but no enforcement. Through citizen-based research a movement was created which the government cannot now stop. There is also an effort to bring together ‘pirate radio stations’. We need to network and learn from not only Thailand and Vietnam but also Nepal. Also within India there is Chitrabani which collaborates with AIR (All India Radio) in producing community programmes for which they are paid. Ashish: We need to look at mixed media platforms (technological eclecticism) as alternatives to encourage community media/radio. Also community radio provides an opportunity for preserving local cultures. Point for Reflection There have been queries about what constitute the media? Or what media we are talking about? Or how we define media? Are we talking about mainstream media? The mass media, community media, or democratic media? We also have to be clear about what we mean by media reform. Reform which media? Reform from what to what? What will constitute a reformed media environment? 256

pathways 1 Concrete Proposal Asian-level networking of community media/radio operators/managers (involving India, Nepal, Philippines, Sri Lanka, Thailand and Vietnam) will help in areas of training, fund-raising, skills and capacity development, and regional watchdog functions. ❖ 257



A pp e n d i x II – ( B ) 22 September 2002 PATHWAYS Newsletter of the Symposium-Workshop No. 2 Edited by Jamie Cabrera Ferrer and Santhosh George Supported by Conrad Saldanha and M. Nadarajah This second issue of Pathways will speak of the following four presentations made: • Virtual Democracy in Malaysia by Steven Gan • Digital Convergence by Abe Cordero • Networking for Gender Empowerment: A Case Study of the Asian Network of Women in Communication by Leela Rao • Reaching the Popular Heart/Mind: The Kuangchi Experience by Jerry Martinson Here are some of the highlights: Virtual Democracy in Malaysia By Steven Gan • There is too much of emphasis on environment and very little on global capitalism. We need to examine the nature and dynamics of global capitalism. • In Malaysia, the only democratic space is cyberspace. • The most important thing that a media organisation or journalist must achieve and protect is credibility. And it is credibility that an authoritarian government will first try to hurt in putting a media organisation out of business. 259

pathways 2 • Financial sustainability is a serious problem for alternative media organizations or mass media organisations offering alternative perspectives on events. Malaysiakini is trying out various means to support itself. These include moving into a subscription mode with subsidiary activities such as political consultancy for embassies, filing reports on Malaysia. • We often focus on the government as the agency that curtails press freedom and miss the role of business in causing such curtailment. A ‘dictatorship of the market’ is also evident. This dictatorship needs to be addressed as much as an authoritarian government. • Mainstream media organisations do not necessarily provide news to the people. More often it delivers the people to the advertisers. • Running a dot.com company offers many challenges. Access is a major problem. This is because not every one has (comfortable) access to a computer. In Malaysiakini’s experience, many people access the newspaper from their office. Technology needs to be greatly improved to deliver multi-media content. Till today, the downloading time for information over the net is frustratingly long. • The other problem is about access to content. People are used to getting free access to content. Once people are asked to pay for internet content they seem to resist. • In addition to this, people are also not comfortable about paying over the web. Very few of Malaysiakini’s subscribers actually use e-coupons, which Malaysiakini introduced for online payment. They resort to a more traditional mode of payment. In addition to all these, there is the problem of the poor status and professionalism of internet journalism. 260

pathways 2 Digital Convergence By Abe Cordero • “We are in the era of the digital revolution. For the next 20 years, we need to address the digital challenges. We can build up our platforms and programmes or we can create partnerships with mainstream media so as to focus more on building the content and intelligence in preparation for the knowledge-based society. Eventually, we can have a stake in the digital evolution.” • Abe talks of a model through the ‘Chikka Text Managing’ platform which can be used for community-based networking, using the (digital) convergence of internet, mobile phones, cable TV and radio and other media. Note: Please see his elaborate paper (Chapter 4). Networking for Gender Empowerment: A Case Study of the Asian Network of Women in Communication By Leela Rao • There is a general absence of gender sensitivity in the global society which is evident in most Asian societies. The UN also pays much attention to women’s issues. Addressing this situation is an important intervention. • Cross-cultural studies have been carried out and they have revealed some interesting common features. One critical finding is that across Asia there is a desire for more gender-sensitive portrayal of women. However, the problem comes from the deeper level of culture. There is a general marginalisation or victimisation of women within a culture which needs to be addressed. • There is a serious problem of ‘conditioned mindsets’ in society which ought to be dealt with in order to achieve gender sensitivity. 261

pathways 2 • Exploitation of women is not necessarily presented seen via overt or explicit symbols. For instance, exploitation of women’s bodies is all too obvious in terms of commodification. However, exploitation very often takes a more subtler approach. This exploitation to feed the sexist agenda influences how women are seen in society. • There are two sources of hegemony in the gender context (in South Asia): one is popular but foreign and the other is popular but familiar (and close to home). • The question of who should take up gender sensitivity issues and how it should be achieved needs to be considered carefully. Should there be separation or integration of men and women in dealing with or responding to gender inequality? Men are also involved in contributing to gender equality. Therefore, in dealing with raising gender sensitivity, there is a need to recognise the importance of integrating the contributions of women and men. Also, there is a need to address both men and women at all levels for gender sensitivity exposure. • There is a need to reach the critical mass for any issue including gender issues in order for it to become a major force to contend with. It is only with a critical mass that we can achieve a significant change. • We need to put into place a carefully thought out and comprehensive bottom-up approach to analysing the media with reference to gender issues and raising gender sensitivity. • Kids and mothers must be specially sensitised to social conditioning of gender roles. It is a challenge not to remain at this level but to extend such sensitisation to all segments in society. • Just as we sensitise the general community on gender issues, there is a need to consider gender sensitising programmes for those involved in modelling or acting in roles that portray women in a negative way. This also requires us to address the general patriarchal basis of the production system as a whole that produces such images. 262

pathways 2 Reaching the Popular Heart/Mind: The Kuangchi Experience By Jerry Martinson • Religious organisations can play an effective and prophetic role in breaking down barriers and prejudices that keep individuals from cooperating with one another and reaching their common goal. • Popular commercial cinema, when used in a non-commercial manner, can educate society about the problems of persons with disabilities and stimulate interest and compassion about their needs. • Soap operas can raise the level of social awareness and contribute to a society’s level of social justice. • TV situation comedies can be excellent vehicles for values education. • Media not only influences attitudes but also behavior. • Responsible media productions can help opinion leaders move towards reconciliation through better understanding of the facts that they spread to other individuals. • Responsible media can provide society’s leaders with a valuable tool for social reform. • There is a need to consider the incorporation of spirituality with development. This may provide a deeper meaning for development as something beyond just mere growth. • There is a need to popularise the sacred to make it acceptable to the people’s sensibilities. • Market-driven mass media programmes can be used to promote Christian values to a diverse audience composed of both the poor and the powerful. This is a sort of strategic alliance. A word of caution is important here, though. First, there is a need to maintain a distinction: Is it ‘market-driven’ or does it have to do with ‘driving 263

pathways 2 the market’? Is it possible for an organisation concerned with community building and development to work with those interested in making profits? If so, how? Or should these groups stay apart? • Are there ‘business models’ that can address the problem of financial sustainability of socially-concerned organisations that want to support themselves? • There was a comment that the public sphere should be left secular and not controlled by any religious groups/interests. ❖ 264

A pp e n d i x II – ( C ) 23 & 24 September 2002 PATHWAYS Newsletter of the Symposium-Workshop Nos. 3 and 4 Edited by Jamie Cabrera Ferrer and Santhosh George Supported by Conrad Saldanha and M. Nadarajah No. 3 23 SeptembeR 2002 Here are some of the salient points presented by Toshiko and Del: ‘Media Literacy’ as a Driving Force for Media Democracy By Toshiko Miyazaki • All citizens should have access to and influence over the media. Such rights should not be solely kept in the hands of the (media) industry. • People should take full responsibility for society. Media issues should become part of this responsibility. • To be made aware of the world surrounding us, people must have the right to communication (not just the right to information). • Media literacy is to be differentiated from media education. Media education may be passive and involve top-down pedagogical methodology. Media literacy is active and involves more critical and participative methodology. • Media literacy methodology must consist of a critical reading of media texts so that excavation of its varied aspects is possible. In this way, we begin to understand the media better and dialogue is encouraged over mere blind criticism. 265

pathways 3 & 4 Point for Reflection Media is supposedly the modern-day version of the public sphere but commodification diminishes this role. Media Education in the Formal and Non-Formal Setting: A Call for Networking By Del Hernandez • Today’s generation has become connectivity-driven. We can see this in the many activities that they like and enjoy doing. While they are still TV watchers and radio listeners, they have expanded their interests to include texting, chatting, and surfing the internet to connect with other people and the outside world. • Media is now the parallel school system, where children/young people receive conflicting messages about values and attitudes traditionally taught in the classroom or learned from parents at home. • There is a ‘decline in values’ and an emerging debate about a new value system. • We need education beyond the classroom. But we need to rethink the purpose of formal/informal education. • Children are exposed to two curricula: School and Media. The media curriculum changes very rapidly in accordance with children’s wants and needs in comparison with the school one which transforms itself at a much slower pace. • The youth no longer respond well to traditional methods of learning which do not stimulate their young minds. The implication of this is that there is a need for new teaching approaches. Media education offers the urgent innovation needed in teaching and learning today. • In order for media education to be successful, it must involve action learning – awareness, analysis, reflection, action. 266

pathways 3 & 4 • Media education of the future will depend on a new generation of teachers, new forms of teaching and new kinds of classrooms. It calls for active parental participation. It also challenges the introduction of alternative activities for the home. Most importantly, all humankind is challenged to review our own media consumption habits. • Ads appeal more to the emotional than rational level and somehow media education must address the emotions and not remain too rational or information-centred. (Conrad) No. 4 24 September 2002 Here are some of the salient points of the panel session on ‘Culture, Media Globalisation and Media Reforms’ and the presentations of Tive, Yoseph, and Sashi. Panel I : Culture, Media, Globalisation and Media Reforms Question 1: What are three specific effects of globalisation? Group 1 Group 2 Group 3 (1) Homogenisation and (1) Increased social (1) Economic: Concentration standardisation of injustice and of economic resources culture disparity (wealth and power) (2) Media monopoly (2) Marginalisation (2) Culture: Homogenisation (media, money of culture of culture and power) (3) Increasing (3) Media: Imbalanced flow (3) Marginalisation of powerlessness of information the masses and poverty 267

pathways 3 & 4 Question 2: What do you feel are the key features of a society you would want to belong to? Group 1 Group 2 Group 3 (1) Equitable (1) Right to live (1) Economic freedom distribution of with dignity resources (2) Freedom of expression (2) Celebration (2) Empowerment of of diversity (3) Justice, peace and civil society integrity of creation (3) Freedom of (sensitivity to nature (3) Gender equality information and and sustainable communication development) (right to information and right to inform) Question 3: Give three specific initiatives and rationale for responding to the said effects and building the society you want to belong to (put an emphasis on media and communication scenarios): Group 1 Group 2 Group 3 (1) Global campaign (1) Using the games (1) Build people or initiatives such of globalisation networks, as NWICO. to reform strategic globalisation. alliances. (2) Using the potential (e.g. branding) of the web (as a (2) Alternative (2) Developing mixed public sphere) to media strategies. media mechanisms, network and promote ensuring bottom-up solidarity. (3) Lobbying for access, partnership (3) CRIS – communication media reform. and participation. rights in the (3) Lobbying for information society equitable media (campaign). laws. (4) Networking and monitoring media. (5) Multi-media campaign. 268

pathways 3 & 4 Media Reform Experiences in Cambodia By Tive Sarayeth • In Cambodian society where people are poor and illiterate, radio is the form of mobile broadcasting which serves as the key to media education and reform. • The close link between politics and media in Cambodia makes media education work, particularly on gender issues, difficult. • Media in Cambodia, as in many other societies, do not represent women in an adequate or balanced manner. Cambodian newspapers and television violate, threaten, oppress and incite further violence and disrespect towards women. • There is a need to increase women’s participation in the mainstream media. This move will improve gender sensitivity within the media. There is an urgent need for more women journalists and editors. • As mentioned by other speakers, there is a serious problem of financial sustainability of NGOs. How can this be achieved? There is a paradox which makes it challenging for NGOs to keep up their work. To have the necessary funds to fulfill all its projects, an organisation must become independent. To become independent, one must be self-sufficient and profitable. But if the NGO becomes profitable, it is no longer an NGO but a business. This puts NGOs in a problematic situation because if it were to be identified as a business, then the funding organisations will no longer supply the much-needed funding for the organisation. Which side does an NGO take? • We need to have a good relationship with the media to bring about changes in it, especially in areas like gender representation. Dinners and media awards are ways of influencing and sensitising journalists. 269

pathways 3 & 4 Building Friendship Among Religious groups Through Communication By Yoseph Iswarahadi • In a multi-religious society, the media can contribute to inter- religious relationships and dialogue leading to peaceful co-existence. • Media can provide a way of uniting people so that they reach fulfilment. • We use two approaches to develop a community – community radio and the village hall. • Helping dialogue with others must be the philosophy of communication. • The formation of the ‘Village Hall’ contributed to inter-religious dialogue and the motivation for the members of the neighborhood to be charitable. • For a Christian media organisation, ‘new’ evangelisation must involve giving witness to justice, peace and integration of all creation in the spirit of Jesus, as we know in the Gospel. • At present, inter-religious dialogue programmes are facing problems because of a new law in Indonesia. Religious programmes must be confined to the activities of a single religious group and cannot carry images of another group. This makes inter-religious programmes difficult – but still not impossible - to undertake. We have to change our response and intervention. Intervention There is a need to be conscious of the fact that in a border area, community radio should be sensitive to the coexistence of multi-cultural groups. 270

pathways 3 & 4 understanding Television as an Extension of Our Times By Sashi Kumar • The journey of the industry from the Industrial to the Information Revolution is also a journey from Fordism to Murdochism. • The key word today is convergence. The movie and broadcasting, newspaper and printing, and computer industries are rapidly converging. • Unlike the Industrial Revolution which has the ‘north’ and the ‘south’, the instruments and benefits of Information Revolution came to us simultaneously. • In today’s unipolar world, the American-centric world view and the inner city-centric world view thrive as dominant forms. They represent the world, marginalising every other sector. • Present-day society images Guy De Bord’s ‘Society of the Spectacle’. Now, the ‘represented’ is in the position of the ‘real’. • In reality, mainstream media practice really hides, though it pretends to show all. • Competition eventually homogenises content. • Intellectuals are no more evaluated by peers but by TV. TV is defining who is and is not a scholar depending on how they are able to present their views in front of a camera. Intellectuals are faced with the temptation of the media. • TV today does not really describe reality but rather prescribes it. • We must consider the ‘power of the profane’ in bringing about change. • There is really no choice in channel or programmes. They seem to be more notional than real. 271

pathways 3 & 4 • TV encourages us to think fast, not deeply. • We need to keep the public sphere (in the Habermasian sense) secular. • To understand journalists/editors today, we need the ‘gladiatorial debate model’. • Alternatives considered are the Ernabelle experiment in Australia and the Maori experience of New Zealand. • Ben Bagdikian’s approach to media reforms offers an activist plan to counter the influence of private corporate money that improperly negates civic need and public choice. ❖ 272

A pp e n d i x III List of Selected Web-Based Resources on the Media and Communications (Education, Literacy, Reform, Information and Empowerment) • A Step Beyond Media Literacy: Audience Practice in a New Communication Environment (article) http://www.idsnet.org/Papers/Communications/SAKAE_ISHIKAWA.HTM • About-Face (Media and Women) http://www.about-face.org/ • Action Coalition for Media Education http://www.acmecoalition.org/about.html • Aliran (Reform Movement in Malaysia) http://www.malaysia.net/aliran/ • Analysis of ‘Critical’ Approach in Media Literacy: Comparative Studies between Japan and Canada (article) http://www.mediacom.keio.ac.jp/pdf2002/Shibata.pdf • Asmita: Media Activism (First Women’s Publishing House in Nepal) http://www.asmita.org.np/Media_Activism/media_activism.htm • Assessment in Media Education http://www.media-awareness.ca/eng/med/class/worsnop/intropg-p.htm 273

List of Selected Web-Based Resources on the Media and Communications (Education, Literacy, Reform, Information and Empowerment) • Asia Pacific Media Educator http://www.uow.edu.au/crearts/journalism/APME/contents1.html • Asia Media Ethics http://www.uow.edu.au/crearts/journalism/AJNET/ethics.html • Asian Media Information and Communication Centre http://www.amic.org.sg/ • Asian Institute for Development Communication (AIDCOM) http://www.aidcom.com/ • Asian Communication Network (ACN) http://www.acn-online.org • Asian Summit on Child Rights and the Media Responsibility Towards Children http://www.cwa.tnet.co.th/Vol12-1&2/media.htm • Bangladesh Coastal NGO Network for Radio and Communication (BCNNRC) http://www.bcnnrc.net/ • Centre for Media Education http://www.cme.org/ • Centre for Development Education and Communication http://www.geocities.com/cdec_india/ 274

List of Selected Web-Based Resources on the Media and Communications (Education, Literacy, Reform, Information and Empowerment) • Centre for Media Literacy in Taiwan http://www.mediaed.nccu.edu.tw/english01.htm • Citizens for Independent Public Broadcasting http://www.cipbonline.org/ • Civil Society and NGOs in Vietnam: Some Initial Thoughts on Developments and Obstacles (article) http://www.un.org.vn/donor/civil/CSandNGOs%20in%20Vietnam.rtf • Community Radio in Thailand (Article) http://www.wsisasia.org/materials/uajit.doc • Community Media in South Asia http://www.cmsouthasia.net/ • Eight Key Concepts of Media Literacy http://www.media-awareness.ca/eng/med/bigpict/8keycon.htm • Fifteen Steps Toward Media Reform http://www.thirdworldtraveler.com/Media_Reform/ 15_Steps_Media_Reform.html • Foundation for Media Alternatives (Philippines) http://www.codewan.com.ph/fma/updates/hrlaunch2.htm • Gender Centre for Sustainable Development (Mongolia-Based) http://www.wirc.mn/ 275

List of Selected Web-Based Resources on the Media and Communications (Education, Literacy, Reform, Information and Empowerment) • Himal (Online Magazine covering Nepal and South Asia) http://www.himalmag.com/2003/march/ • IBON Foundation (Philippines Based Research-Education-Information Development Institution) http://www.ibon.org/ • Indonesia: Community Broadcasting 'Scary' for Government? (Article) http://www.asiapac.org.fj/cafepacific/resources/aspac/indon3700.html • Integration of Local Radio with the Internet through Multipurpose Community Telecentres in Indonesia http://www.unites.org/html/projects/indonesia.htm • International Institute for Sustainable Development http://www.iisd.org/default.asp • Malaysiakini (Malaysian Online newspaper) http://www.malaysiakini.com • Mass Media In Post-Revolution Mongolia (article) http://userpage.fu-berlin.de/~corff/im/Landeskunde/john.html • Media Awareness Network http://www.media-awareness.ca/eng/ • Media Education Around the World http://www.media-awareness.ca/eng/med/bigpict/worlmtxt.htm 276

List of Selected Web-Based Resources on the Media and Communications (Education, Literacy, Reform, Information and Empowerment) • Media Education Concepts http://www.educ.uvic.ca/Faculty/sockenden/edb363/students/ MichelleDaly/mediaconcepts.html • Media Education Foundation http://www.mediaed.org/about • Media Education India http://www.unics.uni-hannover.de/medienpaed/303.htm • Media Education India http://mediaedindia.com • Media Guidelines For Cambodia http://www.aceproject.org/main/samples/me/mex08.pdf • Media Literacy Clearing House http://www.med.sc.edu:1081/medialiteracy.htm • Media Literacy in a Post 9/11 World http://www.hrusa.org/september/activities/medialiteracya.htm • Media Literacy Projects in Japan http://www.mlpj.org/index-e.html • Media Literacy Project http://www.reneehobbs.org/ • Media Philippine: Community Radio Makes Its Voice Heard (Article) http://www.oneworld.net/themes/country/country_608_31.shtml 277

List of Selected Web-Based Resources on the Media and Communications (Education, Literacy, Reform, Information and Empowerment) • Media Reform Experiences In Cambodia http://www.wacc.org.uk/publications/md/md2003-1/sarayath.html • Media’s Role, Responsibility In Covering Sustainable Development http://www.un.org/News/Press/docs/2002/ENVDEV619.doc.htm • Mongolian Electronic Mass Media (Article) http://www.eurasianet.org/resource/mongolia/links/mongtrip.html • New Mexico Media Literacy Project http://www.nmmlp.org/Welcome.htm • Pakistan Electronic Media Regulatory Authority (PEMRA) http://www.pemra.gov.pk/ • Paper Tiger Television: Smashing the Myths of the Information Industry http://www.papertiger.org/ • Radio-active (Community Radio) http://www.insideindonesia.org/edit72/Theme%20Jurriens.htm • RTV, Korea's first public access television channel http://www.rtv.or.kr/eng/info/english.jsp • Sant Maral (Provide unbiased and reliable information on changes occurring during the transitional time of Mongolian Society) http://www.owc.org.mn/santmaral/ 278

List of Selected Web-Based Resources on the Media and Communications (Education, Literacy, Reform, Information and Empowerment) • SARAI (India-based space for research, practice and conversation about the contemporary media and urban constellations) http://www.sarai.net/ • Semiotics of New Media Literacy http://euphrates.wpunj.edu/faculty/yildizm/SP/ • SIGNIS: World Catholic Association for Communication http://www.signis.net/ • Small Voices: Exploring Local and Community Media in the Asia Pacific http://www.smallvoices.org/ • Some Principles of Media Literacy http://www.ci.appstate.edu/programs/edmedia/medialit/article4.html • Teaching Media Literacy through the Topic of Terrorism http://www.world-affairs.org/archive/globalclassroom/ MediaLitOnline.pdf • The Communication Initiative http://www.comminit.com/st2002/sld-6989.html • The International Study Commission on Media, Religion, and Culture http://www.jmcommunications.com/ http://www.jmcommunications.com/english/commissionindex.html (Look for Meeting In Bangkok: ‘A Consultation On Media and Religion in Asia’ by the International Study Commission on Media, Religion, and Culture.) 279

List of Selected Web-Based Resources on the Media and Communications (Education, Literacy, Reform, Information and Empowerment) • The Irrawaddy (online paper on Burma) http://www.irrawaddy.org/ • The Jesuit Communication Project http://interact.uoregon.edu/MediaLit/FA/JCPHomePage • The Media Monopoly by Ben H. Bagdikian http://www.thirdworldtraveler.com/Media/ MediaMonopoly_Bagdikian.html • The Media and Sustainable Development http://terrabit.ictnet.es/media/english/endefaul.htm • The Media Tax Probe And The Media Reform Movement In South Korea http://www.fas.harvard.edu/~asiactr/haq/200201/0201a005.htm • The World Association of Community Broadcasters (AMARC) http://www.amarc.org/ • Think Centre: Media Watch (Singapore-based that critically examines issues, including media watch, in Singapore and Southeast Asia) http://www.thinkcentre.org/ • Third World Network (Information on issues relating to development) http://www.twnside.org.sg/ 280

List of Selected Web-Based Resources on the Media and Communications (Education, Literacy, Reform, Information and Empowerment) • World Association for Christian Communication (WACC) http://www.wacc.org.uk/ • Worldwide links to 600 Public Access Television sites http://www.openchannel.se/cat/links.htm • United Nations Sustainable Development http://www.un.org/esa/sustdev/ 281



A pp e n d i x IV List of Web Resources on Statements/Charters/ Declarations on the Media and Communications • Statement on Women's Contribution to a Culture of Peace Fourth World Conference on Women, Beijing, China, 4-15 September 1995 http://www.unesco.org/cpp/uk/declarations/wcpbei.htm • Windhoek Charter On Broadcasting In Africa http://www.article19.org/docimages/1019.htm • Declarations on Promoting Independent and Pluralistic Media: Declaration of Santiago 6 May 1994 http://www.unesco.org/webworld/com_media/bastxt/en/santiago.htm • Peoples Communication Charter http://www.tao.ca/writing/archives/videazimut/0014.html http://www.pccharter.net/charteren.html • The Kingston Declaration http://www.wacc.org.uk/publications/mgm/04/kingdec.htm • The Milan Declaration On Communication And Human Rights http://www.amarc.org/amarc7/papers/dec-en.doc. • African Charter on Broadcasting http://www.misanet.org/broadcasting/PDF/poster.pdf 283

List of Web Resources on Statements/Charters/ Declarations on the Media and Communications • The Children's Charter on Electronic Media, March 13, 1998 http://www.copta.org/documents/ChildrensCharter.pdf • The Vienna Declaration on Public Broadcasting http://www.freemedia.at/declarat.htm#The%20Vienna%20Declaration • The Warsaw Declaration on News Agencies http://www.freemedia.at/declarat.htm#The%20Warsaw%20Declaration • International and Regional Declarations and Resolutions – Children and Media http://www.nordicom.gu.se/unesco/declarations.html • The Sana'a Declaration (Arab Media) http://www.al-bab.com/media/docs/sanaa.htm • Charter On African Media And The Digital Divide http://www.highwayafrica.org.za/charter.html • Statement made by the International Association of Women in Radio and Television (IAWRT) http://www.womenaction.org/ungass/tvradiostatement.html • Charter2000: A Malaysian Citizens’ Media Initiative http://www.malaysia.net/aliran/charter/ • APC Internet Rights Charter http://www.apc.org/english/rights/charter.shtml 284