[ecrea] CfP: INsPIrE «Media Education and Citizenship»

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CfP: INsPIrE International Conference (and further publication) «Media 
Education and Citizenship»
22 June 2018
IHECS – Brussels (Belgium)
Online: 
http://engageurope.eu/call-for-papers-international-conference-on-media-education-and-citizenship/

1. Argument:

A reflection on journalism cannot be conducted independently from a 
reflection on democracy, because they are strongly interlinked 
(Muhlmann, 2004; Perret, 2007). At the heart of this relationship is a 
dual challenge, the terms of which are interdependent: to bring the 
debate to life and to weave common ground. The media thus fully 
participate in the « conflictual building of the political community » 
(Mulhmann, 2004, p.11). In Europe, traditional media are increasingly 
weakened and denounced by citizens as incapable of fostering this 
pluralism (Verfaillie, 2013; European Commission, 2016). The financial 
crisis of the press is fuelling a more general crisis in the 
socio-political and cultural representation of our societies. Many 
researchers have focused on the media coverage of disadvantaged urban 
areas – in the suburbs or in central neighbourhoods according to urban 
configurations (Lochard, 2002; Gandonnière, 2002; Garcin-Marrou, 2005; 
Vieillard-Baron, 2011), identity construction in the media (Lacalle, 
2008 & 2012; Lochard & Popelard, 2012; Simelio, 2015), and in particular 
the stereotypes by which an urban mythology of the « youth » has been 
constructed (Longhi, 2011; Lacalle, 2013). Those analyses point out the 
performativity of media discourses, and refer to the  “mediapolis” 
(Deuze, 2009; Silverstone, 2007; de Jong and Schuilenburg, 2006), 
defined as  “a comprehensively mediated public space where media 
underpin and overarch the experiences and expressions of everyday life” 
(Deuze, 2009). Thus, according to Deuze, “a perspective on life lived 
in, rather than with, media can and perhaps should be the ontological 
benchmark for a 21st-century media studies” (Ibid., p.137).
It must be said that diversity policies promoted by the European Union, 
the states or by the media companies themselves, essentially 
quantitative and translated by quotas, have not initiated any real 
change (Macé, 2009) in media representations, for lack of integration 
into the organizational and journalistic culture. The target audiences 
of these policies remain media objects (Zerouala, 2015, p.31), certainly 
more visible, but locked in dominant heteronomous representations. The 
media are therefore “at the center of a balance of power, a game of 
interactional forces bringing together information professionals, public 
authorities and inhabitants of peripheral urban areas, developing 
autonomous strategies that oppose them” (Lochard, 2002, p.31-32). 
Jacinthe Mazzerachi thus identifies four (non-exclusive) types of 
behaviours adopted by young people to exist in the city: withdrawal, 
individual affirmation, the logic of gangs and territories, and 
religious logic (Mazzocchetti, 2012). We can summarise them in two 
opposite movements: one of disengagement / disinvestment, the other of 
commitment / appropriation. These movements, observed more widely among 
citizens of all ages, make it possible to apprehend the different 
conceptions of media and education. In particular, they raise questions 
about their common role in fostering pluralism and democracy, which is 
the focus of different strands of media research, for instance on 
constructive and solutions journalism (Wenzel, Gerson and Moreno, 2016).

The role of high education in social inclusion has been usually 
addressed in terms of individual access and academic success (Gidley, 
Hampson, Wheeler and Bereded-Samuel, 2010; Brundenius, Göransson and 
Carvalho de Mello, 2017). However, the high education can also be 
grasped as a driving force for local social projects. Interlinked with 
non-formal education in a holistic perspective of lifelong learning (La 
Belle, 1982), high education institutions develop innovative projects in 
partnership with civil society for fostering emancipation. The 
development of digital media and ICTs are interesting tools for 
supporting those projects.

The proposals for INsPIrE conference may follow the following thematic 
pillars: The first pillar discusses the principles, practices, 
aesthetics and impact of “citizen media”. The second pillar concerns the 
role of media education in active citizenship. The third one proposes a 
reflection on the relations between high education and civil society. 
Communication proposals can be presented either as reflexive analyses 
based on empirical research, or as analyses of professional 
communication practices – testimonies about practices and analysis of 
the conditions of the action, its justifications, and its consequences.


2. Indicative bibliography
• Brundenius C., Göransson B., Carvalho de Mello J. (eds) (2017) 
Universities, Inclusive Development and Social Innovation, Springer, Cham.
• Cardon, D., Granjon, F. (2003) Les mobilisations informationnelles 
dans le mouvement altermondialiste, Colloque Les Mobilisations 
altermondialistes, Paris, 3-5 décembre 2003.
• De Jong A, Schuilenburg M (2006) Mediapolis: Popular Culture and the 
City. Rotterdam: 010 Publishers.
• Deuze, M. (2011) Media life, Media, Culture and Society, 33(1), 137-148.
• European Commission (2016) Media Pluralism and Democracy, Special 
Eurobarometer 452, 23 November 2016.
• Gandonnière, P. (2002) Demain, les banlieues du monde…, Images et 
discours sur la banlieue, Toulouse, France: ERES, 85-110. • Gidley, J. 
M., Hampson, G. P., Wheeler, L., & Bereded-Samuel, E. (2010) From access 
to success: An integrated approach to quality higher education informed 
by social inclusion theory and practice, Higher Education Policy, 23(1), 
123–147.
• La Belle, T. (1982) Formal, Nonformal and Informal Education: A 
Holistic Perspective on Lifelong Learning, International Review of 
Education / Internationale Zeitschrift Für Erziehungswissenschaft / 
Revue Internationale De L'Education, 28(2), 159-175. • Lacalle, Ch. 
(2013). Jóvenes y ficción televisiva. Construcción de identidad y 
transmedialidad, Barcelona: UOCPress, 2013.
• Lacalle, Ch. (2012). La construction de l’étranger à la télévision 
espagnole. In Lochard, G. & Popelard M. D, Images de l'étranger, Paris: 
L’Harmattan, 2012, 127-141.
• Lochard, G. & Popelard M. D. (2012) Images de l'étrange, Paris, 
L’Harmattan, 2012.
• Lochard, G. (2002) La « question de la banlieue » à la télévision 
française: Mise en place et évolution d'un conflit de representations, 
Images et discours sur la banlieue, Toulouse, France: ERES, 31-41. • 
Macé, E. (2009) Mesurer les effets de l’ethnoracialisation dans les 
programmes de télévision : limites et apports de l’approche quantitative 
de la « diversité », Réseaux, vol. 157-158, no. 5, 233-265.
• Mazzocheti J. (2012) Sentiments d’injustice et théorie du complot. 
Représentations d’adolescents migrants et issus des migrations 
africaines (Maroc et Afrique subsaharienne) dans des quartiers précaires 
de Bruxelles, Brussels Studies, n°63.
• Muhlmann G. (2004) Du journalisme en démocratie, Payot.
• Rosen, J. (2012) What are Journalists For ? Yale University Press.
• Silverstone, R. (2007) Media and Morality: On the Rise of the 
Mediapolis. Cambridge: Polity.
• Simelio, N. (2015) España Proyecto de Monitoreo Global de Medios. 
Informe Nacional. WACC.
• Verfaillie B. (2013) Les francais, les médias et les journalistes. La 
confiance saigne… Alliance internationale des journalistes, Coll. 
Journalisme responsible.
• Vieillard-Baron H. (2011) Banlieue, quartier, ghetto : de l’ambiguïté 
des définitions aux représentations, Nouvelle revue de psychosociologie, 
2011/2 n° 12, 27-40.
• Wenzel, A., Gerson, D., & Moreno, E. (2016) Engaging Communities 
Through Solutions Journalism, Columbia Journalism Review. Zerouala F. 
(2015) Médias en banlieue, de l’autre côté du miroir, Mouvements 2015/3 
(n° 83), 29-34.


3. Languages

The languages of the conference are English and French.


4. Expected communication proposals and submission procedure
Proposals must be sent to us before the 6th of May 2018 by email: 
(esther.durin /at/ galilee.be)
Next to an abstract of between 1,000 and 1,500 character (sent in a .doc 
format), proposals must include: the name, professional or academic 
status, the institutional attachment, and the contact details of the 
author(s) (emails and mail addresses).
Participation is free of charge.
A publication will follow the conference.


5. Scientific committee
• Elena ABRUDAN - Chair of the Journalism Department Faculty of 
Political, Administrative and Communication Sciences, Babeș-Bolyai 
University, Cluj-Napoca.
• Rareș BEURAN, Lecturer, Faculty of Political, Administrative and 
Communication Sciences, Babeș-Bolyai University.
• Iris DE ROOVER, Chair of the Journalism Department, Thomas More Mechelen.
• Esther DURIN, Lecturer, Institut des Hautes Etudes des Communications 
Sociales/ PhD Student, Praxiling - UMR 5267 CNRS - Université de 
Montpellier 3.
• Maria Rosario LACALLE ZALDUENDO, Chair of the Journalism and 
Communication Department, University Autonomous of Barcelona.
• Laura LEPRÊTRE, Lecturer, Institut des Hautes Etudes des 
Communications Sociales, Brussels.
• Cristina NISTOR, Lecturer and coordinator of Journalism studies in 
English Faculty of Political, Administrative and Communication Sciences 
Babeș-Bolyai University, Cluj-Napoca.
• Kiron PATKA, Lecturer, Center for Media Competence, University of Tübingen
• Cristina PUJOL, Lecturer, University Autonomous of Barcelona.
• Barbara SCHOFIELD, Senior Lecturer in Journalism, City, University of 
London



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