hi there so I have a question it’s actually the same question I’ve had for
actually the same question I’ve had for
actually the same question I’ve had for the last 25 years do media have the
the last 25 years do media have the
the last 25 years do media have the power to make peace so in order to
power to make peace so in order to
power to make peace so in order to address that question I’m gonna make
address that question I’m gonna make
address that question I’m gonna make five points and conclude with my new
five points and conclude with my new
five points and conclude with my new vision so typically when I ask people
vision so typically when I ask people
vision so typically when I ask people this question
this question
this question they say the answer is yes and what
they say the answer is yes and what
they say the answer is yes and what they’ll do is they’ll point to examples
they’ll do is they’ll point to examples
they’ll do is they’ll point to examples from media meeting mass communication
from media meeting mass communication
from media meeting mass communication and more broadly also interpersonal
and more broadly also interpersonal
and more broadly also interpersonal communication and they’ll give me an
communication and they’ll give me an
communication and they’ll give me an example of some TV episode they saw or
example of some TV episode they saw or
example of some TV episode they saw or maybe a post they read in social media
maybe a post they read in social media
maybe a post they read in social media or a speech they heard in which someone
or a speech they heard in which someone
or a speech they heard in which someone advocated for peace and based on that
advocated for peace and based on that
advocated for peace and based on that they’ll say yes media have the power to
they’ll say yes media have the power to
they’ll say yes media have the power to make peace but here’s the thing there’s
make peace but here’s the thing there’s
make peace but here’s the thing there’s actually no conclusive evidence to that
actually no conclusive evidence to that
actually no conclusive evidence to that effect and the reason for that is
effect and the reason for that is
effect and the reason for that is there’s been very little research
there’s been very little research
there’s been very little research conducted to try to answer that question
conducted to try to answer that question
conducted to try to answer that question and most of the research that actually
and most of the research that actually
and most of the research that actually exists is not what is called assessment
exists is not what is called assessment
exists is not what is called assessment and evaluation research that is research
and evaluation research that is research
and evaluation research that is research that directly tries to determine whether
that directly tries to determine whether
that directly tries to determine whether what you came across say in a social
what you came across say in a social
what you came across say in a social media post if that’s influencing your
media post if that’s influencing your
media post if that’s influencing your attitudes beliefs or peace relevant
attitudes beliefs or peace relevant
attitudes beliefs or peace relevant behaviors what I mean by that is that in
behaviors what I mean by that is that in
behaviors what I mean by that is that in order to determine if media actually
order to determine if media actually
order to determine if media actually have an impact on peace you need to know
have an impact on peace you need to know
have an impact on peace you need to know is it impacting someone in such a way
is it impacting someone in such a way
is it impacting someone in such a way that they are it’s causing them to hate
that they are it’s causing them to hate
that they are it’s causing them to hate their enemies less is it causing them to
their enemies less is it causing them to
their enemies less is it causing them to have different political beliefs about
have different political beliefs about
have different political beliefs about who is responsible in a conflict or most
who is responsible in a conflict or most
who is responsible in a conflict or most importantly is it changing their
importantly is it changing their
importantly is it changing their behavior say to join a protest or if
behavior say to join a protest or if
behavior say to join a protest or if Peace Accords are in process to vote
Peace Accords are in process to vote
Peace Accords are in process to vote differently than they would have had
differently than they would have had
differently than they would have had they not interacted with that peace
they not interacted with that peace
they not interacted with that peace message so as I said I’ve been interest
message so as I said I’ve been interest
message so as I said I’ve been interest in this question for the last 25 years
in this question for the last 25 years
in this question for the last 25 years around that time in the 1990s I had been
around that time in the 1990s I had been
around that time in the 1990s I had been working as a practitioner for a number
working as a practitioner for a number
working as a practitioner for a number of media organizations conflict
of media organizations conflict
of media organizations conflict management organizations as well as for
management organizations as well as for
management organizations as well as for the United Nations
the United Nations
the United Nations we’re essentially I was running these
we’re essentially I was running these
we’re essentially I was running these kinds of piece media interventions
kinds of piece media interventions
kinds of piece media interventions now what became apparent to me is that
now what became apparent to me is that
now what became apparent to me is that these kinds of interventions they’ve
these kinds of interventions they’ve
these kinds of interventions they’ve existed since the 1940s so today they’ve
existed since the 1940s so today they’ve
existed since the 1940s so today they’ve existed now for 90 years but scholars
existed now for 90 years but scholars
existed now for 90 years but scholars weren’t actually interested in assessing
weren’t actually interested in assessing
weren’t actually interested in assessing and evaluating them until about the turn
and evaluating them until about the turn
and evaluating them until about the turn of the century which was 20 years ago
of the century which was 20 years ago
of the century which was 20 years ago that means we have a knowledge gap of 70
that means we have a knowledge gap of 70
that means we have a knowledge gap of 70 years and that’s why we don’t have
years and that’s why we don’t have
years and that’s why we don’t have actual research to answer this question
actual research to answer this question
actual research to answer this question and now even among the little bit of
and now even among the little bit of
and now even among the little bit of research that exists the assessment
research that exists the assessment
research that exists the assessment evaluation research that exists most of
evaluation research that exists most of
evaluation research that exists most of that focuses on peacebuilding not
that focuses on peacebuilding not
that focuses on peacebuilding not peacemaking namely whether message
peacemaking namely whether message
peacemaking namely whether message messages can foster friendship not
messages can foster friendship not
messages can foster friendship not whether they can change people’s
whether they can change people’s
whether they can change people’s political beliefs and the thing is
political beliefs and the thing is
political beliefs and the thing is political beliefs are essential to
political beliefs are essential to
political beliefs are essential to change political beliefs about core
change political beliefs about core
change political beliefs about core issues surrounding inequitable resource
issues surrounding inequitable resource
issues surrounding inequitable resource distribution and perceptions about that
distribution and perceptions about that
distribution and perceptions about that if political beliefs are not changed
if political beliefs are not changed
if political beliefs are not changed peace cannot be made so therein is the
peace cannot be made so therein is the
peace cannot be made so therein is the issue why the first point that I’m
issue why the first point that I’m
issue why the first point that I’m making that there hasn’t been any
making that there hasn’t been any
making that there hasn’t been any conclusive evidence to answer that
conclusive evidence to answer that
conclusive evidence to answer that question whether media make peace the
question whether media make peace the
question whether media make peace the second point I want to make is that
second point I want to make is that
second point I want to make is that there is evidence from analogous
there is evidence from analogous
there is evidence from analogous research about health media campaigns
research about health media campaigns
research about health media campaigns that suggests media interventions can
that suggests media interventions can
that suggests media interventions can have no impact at all meaning if you’re
have no impact at all meaning if you’re
have no impact at all meaning if you’re running them you’re just throwing money
running them you’re just throwing money
running them you’re just throwing money down the drain so scholars who’ve
down the drain so scholars who’ve
down the drain so scholars who’ve studied smoking secession campaigns have
studied smoking secession campaigns have
studied smoking secession campaigns have effectively shown that telling someone
effectively shown that telling someone
effectively shown that telling someone who smokes that smoking is bad for them
who smokes that smoking is bad for them
who smokes that smoking is bad for them has no impact on their behaviors because
has no impact on their behaviors because
has no impact on their behaviors because news flash everyone who smokes already
news flash everyone who smokes already
news flash everyone who smokes already knows it’s bad for them so if you
knows it’s bad for them so if you
knows it’s bad for them so if you actually want to get them to quit you
actually want to get them to quit you
actually want to get them to quit you have to adopt a new strategy so that’s
have to adopt a new strategy so that’s
have to adopt a new strategy so that’s the second point media intervention may
the second point media intervention may
the second point media intervention may not have any impact the third point is
not have any impact the third point is
not have any impact the third point is that there’s also evidence from
that there’s also evidence from
that there’s also evidence from analogous assessment and evaluation
analogous assessment and evaluation
analogous assessment and evaluation research about humanitarian
research about humanitarian
research about humanitarian interventions that suggests you can
interventions that suggests you can
interventions that suggests you can actually create more harm than good so
actually create more harm than good so
actually create more harm than good so research that was conducted around the
research that was conducted around the
research that was conducted around the time
time
time of the Rwandan genocide showed that very
of the Rwandan genocide showed that very
of the Rwandan genocide showed that very well-meaning aid practitioners actually
well-meaning aid practitioners actually
well-meaning aid practitioners actually inadvertently aided the genocide so what
inadvertently aided the genocide so what
inadvertently aided the genocide so what they did is they intervened into Rwanda
they did is they intervened into Rwanda
they did is they intervened into Rwanda and they supplied resources to Hutus who
and they supplied resources to Hutus who
and they supplied resources to Hutus who already had more resources and also had
already had more resources and also had
already had more resources and also had reasons tied to rwanda x’ precursor
reasons tied to rwanda x’ precursor
reasons tied to rwanda x’ precursor colonial history to enact revenge
colonial history to enact revenge
colonial history to enact revenge against Tutsis so what happened those
against Tutsis so what happened those
against Tutsis so what happened those eight practitioners who were trying to
eight practitioners who were trying to
eight practitioners who were trying to foster socio-economic development
foster socio-economic development
foster socio-economic development instead inadvertently he aided a
instead inadvertently he aided a
instead inadvertently he aided a genocide so it’s because of vexing
genocide so it’s because of vexing
genocide so it’s because of vexing concerns like this that I felt we really
concerns like this that I felt we really
concerns like this that I felt we really need to answer this question do media
need to answer this question do media
need to answer this question do media have the power to make peace right we
have the power to make peace right we
have the power to make peace right we have no conclusive evidence about that
have no conclusive evidence about that
have no conclusive evidence about that question there’s analogous evidence that
question there’s analogous evidence that
question there’s analogous evidence that you can have no impact that you’re just
you can have no impact that you’re just
you can have no impact that you’re just throwing throwing money down the drain
throwing throwing money down the drain
throwing throwing money down the drain and you can create more harm than good
and you can create more harm than good
and you can create more harm than good that’s why in the late 90s I decided to
that’s why in the late 90s I decided to
that’s why in the late 90s I decided to become a scholar and as I saw no one was
become a scholar and as I saw no one was
become a scholar and as I saw no one was answering this question it became
answering this question it became
answering this question it became apparent to me that I guess I needed to
apparent to me that I guess I needed to
apparent to me that I guess I needed to if I wanted to know the answer and felt
if I wanted to know the answer and felt
if I wanted to know the answer and felt really passionate about it so at that
really passionate about it so at that
really passionate about it so at that time I started to advocate a
time I started to advocate a
time I started to advocate a sub-discipline that I call peace
sub-discipline that I call peace
sub-discipline that I call peace communication that’s dedicated to
communication that’s dedicated to
communication that’s dedicated to precisely procuring assessment
precisely procuring assessment
precisely procuring assessment evaluation evidence to answer this
evaluation evidence to answer this
evaluation evidence to answer this question now in order to try to answer
question now in order to try to answer
question now in order to try to answer this question I conducted a major study
this question I conducted a major study
this question I conducted a major study I started that in 2001 until 2011 so
I started that in 2001 until 2011 so
I started that in 2001 until 2011 so it’s been ten years but really the bulk
it’s been ten years but really the bulk
it’s been ten years but really the bulk of it I conducted from 2004 to 2006 with
of it I conducted from 2004 to 2006 with
of it I conducted from 2004 to 2006 with a follow-up in 2011 so what I did is I
a follow-up in 2011 so what I did is I
a follow-up in 2011 so what I did is I picked an intervention that I felt was
picked an intervention that I felt was
picked an intervention that I felt was the best design intervention in
the best design intervention in
the best design intervention in existence at that time because naturally
existence at that time because naturally
existence at that time because naturally there’s a most to learn from it and the
there’s a most to learn from it and the
there’s a most to learn from it and the reason why it was the best design
reason why it was the best design
reason why it was the best design intervention my opinion is that it was
intervention my opinion is that it was
intervention my opinion is that it was unusually the only one that actually
unusually the only one that actually
unusually the only one that actually incorporated any kind of assessment
incorporated any kind of assessment
incorporated any kind of assessment evaluation behavior change evidence
evaluation behavior change evidence
evaluation behavior change evidence namely from analogous research the
namely from analogous research the
namely from analogous research the second thing about this intervention is
second thing about this intervention is
second thing about this intervention is that it was targeted to children now
that it was targeted to children now
that it was targeted to children now children typically make up anywhere from
children typically make up anywhere from
children typically make up anywhere from 1/2 to the majority of conflict zone
1/2 to the majority of conflict zone
1/2 to the majority of conflict zone based populations
based populations
based populations so it’s them rather than adults who
so it’s them rather than adults who
so it’s them rather than adults who really experience daily life in a
really experience daily life in a
really experience daily life in a conflict so for these reasons I felt
conflict so for these reasons I felt
conflict so for these reasons I felt this intervention offered the best you
this intervention offered the best you
this intervention offered the best you know the most to learn from and so I
know the most to learn from and so I
know the most to learn from and so I proceeded to conduct an assessment
proceeded to conduct an assessment
proceeded to conduct an assessment evaluation of it now what is this
evaluation of it now what is this
evaluation of it now what is this intervention well it’s actually a
intervention well it’s actually a
intervention well it’s actually a version of Sesame Street that was
version of Sesame Street that was
version of Sesame Street that was targeted to Israeli and Palestinian
targeted to Israeli and Palestinian
targeted to Israeli and Palestinian children now for you to understand the
children now for you to understand the
children now for you to understand the study and what I learned from it let me
study and what I learned from it let me
study and what I learned from it let me first tell you a little bit about these
first tell you a little bit about these
first tell you a little bit about these media interventions of these Sesame
media interventions of these Sesame
media interventions of these Sesame Street’s so number one Israeli and
Street’s so number one Israeli and
Street’s so number one Israeli and Palestinian Sesame Street was produced
Palestinian Sesame Street was produced
Palestinian Sesame Street was produced by four production teams an Israeli team
by four production teams an Israeli team
by four production teams an Israeli team a Palestinian team and American team in
a Palestinian team and American team in
a Palestinian team and American team in its first season in its second season it
its first season in its second season it
its first season in its second season it also brought on a Jordanian production
also brought on a Jordanian production
also brought on a Jordanian production team now as a Peace Media intervention
team now as a Peace Media intervention
team now as a Peace Media intervention it transpired over two seasons so I
it transpired over two seasons so I
it transpired over two seasons so I study those two seasons in combination
study those two seasons in combination
study those two seasons in combination the second point to know about these
the second point to know about these
the second point to know about these sesame streets is that unlike all other
sesame streets is that unlike all other
sesame streets is that unlike all other sesame streets around the world it
sesame streets around the world it
sesame streets around the world it operated on two streets rather than one
operated on two streets rather than one
operated on two streets rather than one meaning on a Palestinian and an Israeli
meaning on a Palestinian and an Israeli
meaning on a Palestinian and an Israeli Street so these sesame street’s
Street so these sesame street’s
Street so these sesame street’s basically envisioned the end result of
basically envisioned the end result of
basically envisioned the end result of the Oslo Accords between Israelis and
the Oslo Accords between Israelis and
the Oslo Accords between Israelis and Palestinians that sought to achieve what
Palestinians that sought to achieve what
Palestinians that sought to achieve what was known in the nomenclature as a
was known in the nomenclature as a
was known in the nomenclature as a two-state solution namely where a
two-state solution namely where a
two-state solution namely where a Palestinian state would exist side by
Palestinian state would exist side by
Palestinian state would exist side by side and peace with an Israeli state so
side and peace with an Israeli state so
side and peace with an Israeli state so Sesame Street created a two Street
Sesame Street created a two Street
Sesame Street created a two Street solution and the set design therefore
solution and the set design therefore
solution and the set design therefore envisioned the resolution of the
envisioned the resolution of the
envisioned the resolution of the conflict right there was no conflict
conflict right there was no conflict
conflict right there was no conflict peace had been made which obviously in
peace had been made which obviously in
peace had been made which obviously in reality it hadn’t been made and as I’m
reality it hadn’t been made and as I’m
reality it hadn’t been made and as I’m sure all of you know the
sure all of you know the
sure all of you know the israeli-palestinian conflict has still
israeli-palestinian conflict has still
israeli-palestinian conflict has still not been resolved but that is the vision
not been resolved but that is the vision
not been resolved but that is the vision they wanted to give to the children the
they wanted to give to the children the
they wanted to give to the children the third point to know about it is that it
third point to know about it is that it
third point to know about it is that it operated in both Arabic and Hebrew and
operated in both Arabic and Hebrew and
operated in both Arabic and Hebrew and fourthly like all other sesame streets
fourthly like all other sesame streets
fourthly like all other sesame streets around the world it sought to instill
around the world it sought to instill
around the world it sought to instill early childhood development skills in
early childhood development skills in
early childhood development skills in its audience like reading writing
its audience like reading writing
its audience like reading writing arithmetic basic social skills but what
arithmetic basic social skills but what
arithmetic basic social skills but what it added there was also an area called
it added there was also an area called
it added there was also an area called mutual respect and that’s where it
mutual respect and that’s where it
mutual respect and that’s where it focused on peace building now to portray
focused on peace building now to portray
focused on peace building now to portray peace building what they did and you
peace building what they did and you
peace building what they did and you could see here on the screen on the left
could see here on the screen on the left
could see here on the screen on the left side
side
side some examples of the characters from
some examples of the characters from
some examples of the characters from Disraeli Sesame Street on the right side
Disraeli Sesame Street on the right side
Disraeli Sesame Street on the right side some examples of the characters from
some examples of the characters from
some examples of the characters from Palestinian Street a Palestinian Sesame
Palestinian Street a Palestinian Sesame
Palestinian Street a Palestinian Sesame Street what they did is they essentially
Street what they did is they essentially
Street what they did is they essentially created characters who are non
created characters who are non
created characters who are non stereotypical representations of
stereotypical representations of
stereotypical representations of Israelis and Palestinians and scripted
Israelis and Palestinians and scripted
Israelis and Palestinians and scripted them in as all good-natured human beings
them in as all good-natured human beings
them in as all good-natured human beings and then they would show them
and then they would show them
and then they would show them interacting with one another where
interacting with one another where
interacting with one another where Israelis would go visit the Palestinian
Israelis would go visit the Palestinian
Israelis would go visit the Palestinian Street and Palestinians would go visit
Street and Palestinians would go visit
Street and Palestinians would go visit the Israeli Street and they would
the Israeli Street and they would
the Israeli Street and they would interact together peacefully to model
interact together peacefully to model
interact together peacefully to model that for the audience of the hope that
that for the audience of the hope that
that for the audience of the hope that they would emulate that so as I said I
they would emulate that so as I said I
they would emulate that so as I said I conducted a study of this and I want to
conducted a study of this and I want to
conducted a study of this and I want to know what the audience took away from it
know what the audience took away from it
know what the audience took away from it so in order to do that I lived in
so in order to do that I lived in
so in order to do that I lived in several Israeli and Palestinian
several Israeli and Palestinian
several Israeli and Palestinian communities where I conducted what
communities where I conducted what
communities where I conducted what scholars call an ethnography in order to
scholars call an ethnography in order to
scholars call an ethnography in order to make sense of these children’s daily
make sense of these children’s daily
make sense of these children’s daily lives amid conflict I would then go to
lives amid conflict I would then go to
lives amid conflict I would then go to the children’s homes I would interact
the children’s homes I would interact
the children’s homes I would interact with them and their families I would
with them and their families I would
with them and their families I would then interview the children to try to
then interview the children to try to
then interview the children to try to make sense of how they made sense of the
make sense of how they made sense of the
make sense of how they made sense of the conflict and then I would show them a
conflict and then I would show them a
conflict and then I would show them a mock episode of the program and watch
mock episode of the program and watch
mock episode of the program and watch alongside them after that I would then
alongside them after that I would then
alongside them after that I would then ask some questions to figure out what it
ask some questions to figure out what it
ask some questions to figure out what it is they took away from the program so I
is they took away from the program so I
is they took away from the program so I would use this toolkit like game board
would use this toolkit like game board
would use this toolkit like game board or this game board to help facilitate
or this game board to help facilitate
or this game board to help facilitate our conversation and as part of that I
our conversation and as part of that I
our conversation and as part of that I also gave the children the opportunity
also gave the children the opportunity
also gave the children the opportunity to respond not just verbally but through
to respond not just verbally but through
to respond not just verbally but through drawing form and this is all something
drawing form and this is all something
drawing form and this is all something typical that scholars do when they
typical that scholars do when they
typical that scholars do when they conduct research with children this age
conduct research with children this age
conduct research with children this age who in my study were 5 to 8 now in order
who in my study were 5 to 8 now in order
who in my study were 5 to 8 now in order to make sense of what they understood
to make sense of what they understood
to make sense of what they understood about the series as I mentioned
about the series as I mentioned
about the series as I mentioned beforehand I first asked them what they
beforehand I first asked them what they
beforehand I first asked them what they understood about the conflict and how
understood about the conflict and how
understood about the conflict and how they perceive their partners to conflict
they perceive their partners to conflict
they perceive their partners to conflict so to view that I would start out first
so to view that I would start out first
so to view that I would start out first of all by asking the Palestinian
of all by asking the Palestinian
of all by asking the Palestinian children can you tell me who or what is
children can you tell me who or what is
children can you tell me who or what is a Jewish Israeli now that’s not really a
a Jewish Israeli now that’s not really a
a Jewish Israeli now that’s not really a term that’s used locally so they
term that’s used locally so they
term that’s used locally so they couldn’t really answer that so I’d say
couldn’t really answer that so I’d say
couldn’t really answer that so I’d say how about someone who’s Jewish and they
how about someone who’s Jewish and they
how about someone who’s Jewish and they would say yes someone who is Jewish is a
would say yes someone who is Jewish is a
would say yes someone who is Jewish is a member of an army
member of an army
member of an army in other words they were the way they
in other words they were the way they
in other words they were the way they defined someone who was Jewish was for
defined someone who was Jewish was for
defined someone who was Jewish was for example not as a member of a nation not
example not as a member of a nation not
example not as a member of a nation not as a member of a religious group not
as a member of a religious group not
as a member of a religious group not even as a people but rather you know
even as a people but rather you know
even as a people but rather you know dimensionally only as members of an army
dimensionally only as members of an army
dimensionally only as members of an army they would then proceed to draw this
they would then proceed to draw this
they would then proceed to draw this kind of image of an adult dressed in a
kind of image of an adult dressed in a
kind of image of an adult dressed in a khaki colored military uniform when I
khaki colored military uniform when I
khaki colored military uniform when I asked the Jewish Israeli children the
asked the Jewish Israeli children the
asked the Jewish Israeli children the same question namely can you tell me who
same question namely can you tell me who
same question namely can you tell me who or what is a Palestinian he would
or what is a Palestinian he would
or what is a Palestinian he would respond blankly they just didn’t respond
respond blankly they just didn’t respond
respond blankly they just didn’t respond and I’m thinking what’s going on here
and I’m thinking what’s going on here
and I’m thinking what’s going on here like why don’t you know what a
like why don’t you know what a
like why don’t you know what a Palestinian is so I didn’t I encouraged
Palestinian is so I didn’t I encouraged
Palestinian is so I didn’t I encouraged them and I’d say are you sure you don’t
them and I’d say are you sure you don’t
them and I’d say are you sure you don’t know and then they would say oh yeah you
know and then they would say oh yeah you
know and then they would say oh yeah you mean a terrorist yeah I know what a
mean a terrorist yeah I know what a
mean a terrorist yeah I know what a Palestinian is and I would say okay so
Palestinian is and I would say okay so
Palestinian is and I would say okay so in their case they define Palestinians
in their case they define Palestinians
in their case they define Palestinians not for example as a nation not an
not for example as a nation not an
not for example as a nation not an ethnic group and not even a people they
ethnic group and not even a people they
ethnic group and not even a people they instead to find them you know
instead to find them you know
instead to find them you know dimensionally as terrorists so both of
dimensionally as terrorists so both of
dimensionally as terrorists so both of them as you could see have very negative
them as you could see have very negative
them as you could see have very negative stereotypes of one another now when I
stereotypes of one another now when I
stereotypes of one another now when I went on and I’m sorry when I they asked
went on and I’m sorry when I they asked
went on and I’m sorry when I they asked the Jewish Israeli children to draw
the Jewish Israeli children to draw
the Jewish Israeli children to draw their stereotype they drew this kind of
their stereotype they drew this kind of
their stereotype they drew this kind of image of an adult clad in a ski cap
image of an adult clad in a ski cap
image of an adult clad in a ski cap which was their representation of a
which was their representation of a
which was their representation of a terrorist now when I went on to ask them
terrorist now when I went on to ask them
terrorist now when I went on to ask them about the interpretation of the show I
would ask first the Palestinian children
would ask first the Palestinian children to tell me what it is they saw on the
to tell me what it is they saw on the
to tell me what it is they saw on the show for example did they see anyone
show for example did they see anyone
show for example did they see anyone Jewish in it so the Palestinian children
Jewish in it so the Palestinian children
Jewish in it so the Palestinian children would tell me no I didn’t see anyone
would tell me no I didn’t see anyone
would tell me no I didn’t see anyone dressed in military uniform therefore
dressed in military uniform therefore
dressed in military uniform therefore there were no Jews in Sesame Street I
there were no Jews in Sesame Street I
there were no Jews in Sesame Street I would then ask the Jewish Israeli
would then ask the Jewish Israeli
would then ask the Jewish Israeli children the same question did you see
children the same question did you see
children the same question did you see any Palestinians in the show and they
any Palestinians in the show and they
any Palestinians in the show and they would say no in their case the answer
would say no in their case the answer
would say no in their case the answer they provided they would start out by
they provided they would start out by
they provided they would start out by telling me you know this is an Israeli
telling me you know this is an Israeli
telling me you know this is an Israeli show despite what I told you earlier
show despite what I told you earlier
show despite what I told you earlier that the series was actually produced by
that the series was actually produced by
that the series was actually produced by 4 production teams they assumed it was
4 production teams they assumed it was
4 production teams they assumed it was only Israeli made and by that they
only Israeli made and by that they
only Israeli made and by that they specifically met Jewish Israeli and then
specifically met Jewish Israeli and then
specifically met Jewish Israeli and then they would go on to answer my question
they would go on to answer my question
they would go on to answer my question and they’d answer in a way which they
and they’d answer in a way which they
and they’d answer in a way which they thought
thought
thought the answer was obvious and even my
the answer was obvious and even my
the answer was obvious and even my question was stupid where they would say
question was stupid where they would say
question was stupid where they would say this so you know it’s an israeli-made
this so you know it’s an israeli-made
this so you know it’s an israeli-made production and obviously Israelis care
production and obviously Israelis care
production and obviously Israelis care about us so they’re not gonna put
about us so they’re not gonna put
about us so they’re not gonna put someone on the show who would harm us so
someone on the show who would harm us so
someone on the show who would harm us so they’re not gonna put a terrorist on da
they’re not gonna put a terrorist on da
they’re not gonna put a terrorist on da so no there were no Palestinians in the
so no there were no Palestinians in the
so no there were no Palestinians in the show so this brings me to my fourth
show so this brings me to my fourth
show so this brings me to my fourth point audiences interpret information in
point audiences interpret information in
point audiences interpret information in a myriad of ways their attitudes or
a myriad of ways their attitudes or
a myriad of ways their attitudes or beliefs will not necessarily be affected
beliefs will not necessarily be affected
beliefs will not necessarily be affected or their peace relevant behaviors so
or their peace relevant behaviors so
or their peace relevant behaviors so pointing to say a speech you heard on TV
pointing to say a speech you heard on TV
pointing to say a speech you heard on TV as evidence that media can make peace
as evidence that media can make peace
as evidence that media can make peace isn’t because audiences interpret things
isn’t because audiences interpret things
isn’t because audiences interpret things in all kinds of ways as you just heard
in all kinds of ways as you just heard
in all kinds of ways as you just heard now what happened here for the
now what happened here for the
now what happened here for the Palestinian children what they saw on
Palestinian children what they saw on
Palestinian children what they saw on Sesame Street
Sesame Street
Sesame Street these non stereotypical portrayals of
these non stereotypical portrayals of
these non stereotypical portrayals of good-natured Jewish Israelis just did
good-natured Jewish Israelis just did
good-natured Jewish Israelis just did not square with their stereotypes of
not square with their stereotypes of
not square with their stereotypes of someone who’s quote-unquote Jewish right
someone who’s quote-unquote Jewish right
someone who’s quote-unquote Jewish right they’re the particular stereotype they
they’re the particular stereotype they
they’re the particular stereotype they evinced it also didn’t square with their
evinced it also didn’t square with their
evinced it also didn’t square with their intertwined political beliefs that we
intertwined political beliefs that we
intertwined political beliefs that we also discuss in which they told me who
also discuss in which they told me who
also discuss in which they told me who they felt was responsible for the
they felt was responsible for the
they felt was responsible for the destruction around them there and who is
destruction around them there and who is
destruction around them there and who is responsible for their freedoms and self
responsible for their freedoms and self
responsible for their freedoms and self autonomy or rather lack thereof as they
autonomy or rather lack thereof as they
autonomy or rather lack thereof as they explained it to me likewise for the
explained it to me likewise for the
explained it to me likewise for the Jewish Israeli children the portrayal
Jewish Israeli children the portrayal
Jewish Israeli children the portrayal the non stereotypical portrayal of
the non stereotypical portrayal of
the non stereotypical portrayal of Palestinians on Sesame Street didn’t
Palestinians on Sesame Street didn’t
Palestinians on Sesame Street didn’t square with their stereotypes nor did it
square with their stereotypes nor did it
square with their stereotypes nor did it square with their intertwined political
square with their intertwined political
square with their intertwined political beliefs about who they felt was
beliefs about who they felt was
beliefs about who they felt was responsible for the conflict so this is
responsible for the conflict so this is
responsible for the conflict so this is what ultimately happened now I can go on
what ultimately happened now I can go on
what ultimately happened now I can go on and say a lot about why this happened I
and say a lot about why this happened I
and say a lot about why this happened I can also talk about the recommendations
can also talk about the recommendations
can also talk about the recommendations that I make for the improvement not just
that I make for the improvement not just
that I make for the improvement not just of Israeli and Palestinian Sesame Street
of Israeli and Palestinian Sesame Street
of Israeli and Palestinian Sesame Street but peace media interventions around the
but peace media interventions around the
but peace media interventions around the world and that’s something I talk about
world and that’s something I talk about
world and that’s something I talk about in a book that I’ve just written and one
in a book that I’ve just written and one
in a book that I’ve just written and one of the things I’d note is that peace
of the things I’d note is that peace
of the things I’d note is that peace media interventions cannot be effective
media interventions cannot be effective
media interventions cannot be effective unless all parties took conflicts
unless all parties took conflicts
unless all parties took conflicts definition of peace is included and that
definition of peace is included and that
definition of peace is included and that might be typically either justice
might be typically either justice
might be typically either justice equality or security if all those
equality or security if all those
equality or security if all those definite
definite
definite for peace or not encoded into an
for peace or not encoded into an
for peace or not encoded into an invention it will not have an impact on
invention it will not have an impact on
invention it will not have an impact on all parties to conflict now rather than
all parties to conflict now rather than
all parties to conflict now rather than get into greater detail about that what
get into greater detail about that what
get into greater detail about that what I want to do right now in my remaining
I want to do right now in my remaining
I want to do right now in my remaining time is get to my fourth point which is
time is get to my fourth point which is
time is get to my fourth point which is to return to my original question do
to return to my original question do
to return to my original question do media have the power to impact peace
media have the power to impact peace
media have the power to impact peace well after this study and everything I
well after this study and everything I
well after this study and everything I know today my answer to that is not
know today my answer to that is not
know today my answer to that is not necessarily at least as so far as we
necessarily at least as so far as we
necessarily at least as so far as we know today what I do know is that if
know today what I do know is that if
know today what I do know is that if evidence-based practice is generated we
evidence-based practice is generated we
evidence-based practice is generated we would know much more and this is where I
would know much more and this is where I
would know much more and this is where I get to my new vision that I want to
get to my new vision that I want to
get to my new vision that I want to conclude with what if a new organization
conclude with what if a new organization
conclude with what if a new organization were created that encouraged
were created that encouraged
were created that encouraged evidence-based practice what if it
evidence-based practice what if it
evidence-based practice what if it encouraged more scholars to conduct the
encouraged more scholars to conduct the
encouraged more scholars to conduct the needed assessment evaluation evidence or
needed assessment evaluation evidence or
needed assessment evaluation evidence or research to determine whether media can
research to determine whether media can
research to determine whether media can impact peace and what if that
impact peace and what if that
impact peace and what if that organization paired them with scholars
organization paired them with scholars
organization paired them with scholars to generate evidence-based practice if
to generate evidence-based practice if
to generate evidence-based practice if that happened one of two things would
that happened one of two things would
that happened one of two things would occur either we would know conclusively
occur either we would know conclusively
occur either we would know conclusively that media do not have the power to
that media do not have the power to
that media do not have the power to impact peace in which case I would say
impact peace in which case I would say
impact peace in which case I would say we shouldn’t run these programs anymore
we shouldn’t run these programs anymore
we shouldn’t run these programs anymore that’s money thrown down the drain or we
that’s money thrown down the drain or we
that’s money thrown down the drain or we would learn that these programs can be
would learn that these programs can be
would learn that these programs can be effective and we would actually improve
effective and we would actually improve
effective and we would actually improve them now none of that concur without
them now none of that concur without
them now none of that concur without support
support
support that’s where policymakers and donors
that’s where policymakers and donors
that’s where policymakers and donors come in if policymakers signal their
come in if policymakers signal their
come in if policymakers signal their support for this kind of effort that
support for this kind of effort that
support for this kind of effort that would go a long way in increasing the
would go a long way in increasing the
would go a long way in increasing the probability that piece media
probability that piece media
probability that piece media interventions would be successful if
interventions would be successful if
interventions would be successful if donors helped fund it that would also
donors helped fund it that would also
donors helped fund it that would also obviously increase the effect now
obviously increase the effect now
obviously increase the effect now typically the organizations that run
typically the organizations that run
typically the organizations that run these interventions media and conflict
these interventions media and conflict
these interventions media and conflict management organizations are
management organizations are
management organizations are not-for-profit organizations they like
not-for-profit organizations they like
not-for-profit organizations they like scholars don’t have money for this on
scholars don’t have money for this on
scholars don’t have money for this on the other hand for-profit media
the other hand for-profit media
the other hand for-profit media organizations like high-tech companies
organizations like high-tech companies
organizations like high-tech companies do as do other donors who are already
do as do other donors who are already
do as do other donors who are already funding these efforts so if they
funding these efforts so if they
funding these efforts so if they provided the funding we might see this
provided the funding we might see this
provided the funding we might see this kind of organization
kind of organization
kind of organization now I’m not suggesting they provide more
now I’m not suggesting they provide more
now I’m not suggesting they provide more funding than they’re already providing
funding than they’re already providing
funding than they’re already providing what I’m suggesting is that they create
what I’m suggesting is that they create
what I’m suggesting is that they create a new funding model instead of
a new funding model instead of
a new funding model instead of continuing to fund scholars and
continuing to fund scholars and
continuing to fund scholars and practitioners separately if they made
practitioners separately if they made
practitioners separately if they made funding contingent on them working
funding contingent on them working
funding contingent on them working together we might see a change we might
together we might see a change we might
together we might see a change we might see the generation of evidence-based
see the generation of evidence-based
see the generation of evidence-based practice now I’ve been dreaming about
practice now I’ve been dreaming about
practice now I’ve been dreaming about creating an organization like this for
creating an organization like this for
creating an organization like this for years but it’s not something I can do
years but it’s not something I can do
years but it’s not something I can do alone so if this is something that
alone so if this is something that
alone so if this is something that resonates with you I would love to hear
resonates with you I would love to hear
resonates with you I would love to hear from you thank you
from you thank you
from you thank you [Applause]
”
Be First to Comment