"This book lays out the history of entertainment-education and discusses the boundaries of what counts as entertainment-education and narrative persuasion, includes both authors who work within academia and authors who are practitioners, and chapters focusing on developed and developing countries; d
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raws upon communication principles and theory but prioritizes actionable lessons for how entertainment-education actually works." (Publisher description)
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"This publication presents the basics of researching, planning, monitoring and evaluating Communication for Development (C4D) interventions, and offers guidance on how such interventions can be used to address violence against children (VAC). It covers the stages of the C4D programme cycle, emphasiz
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ing the role of research and strategic planning in achieving results." (Overview, page 6)
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"The number of manuscripts (peer-reviewed articles and grey literature) related to the use of C4D approaches to address VAC has steadily increased each year since 2000. Of the 302 manuscripts that were coded, 44 per cent discuss an intervention implemented in a developing country, which speaks to th
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e geographic robustness of this review. A greater proportion of manuscripts discuss interventions in urban contexts as compared to rural contexts. Roughly half of the interventions reviewed do not explicitly reference a conceptual model to underpin the interventions. Those that do, typically cite individual or cognitive conceptual models and a majority (over 80 per cent) focus on the individual level of change. About 11 per cent use community approaches and slightly less than 10 per cent report using an ecological approach. While cognitive and individual-based behaviour change approaches are valid and useful in certain contexts, there is a growing realization that individuals are embedded within a larger social system. Effective interventions must keep in mind the interactions between levels in order to effectuate sustainable change. The social ecological model provides a framework to address the interactions between levels. Interventions that cut across the levels of the social ecological model should work towards addressing social, emotional, and behavioural skills (for example, self-efficacy) of individuals and groups, as well as norms, instead of only addressing individual knowledge and attitudes. Manuscripts reviewed did not necessarily explicitly state the use of C4D approaches. However, upon closer examination, it became apparent that the majority of responses to VAC were inherently communicative. Programmes addressing VAC often use C4D approaches to reduce harmful practices using a ‘harm reduction’ framework. Often in these cases, programme objectives focus on the negative, whereas C4D messages for the same intervention focus on positive changes. Overall programme objectives should be linked to communication objectives, which in turn yield C4D messages." (Executive summary, page 9)
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"Entertainment-education (EE) began as a communication approach that uses both entertainment and education to engender individual and social change, but is emerging as a distinct theoretical, practice, and evidence-based communication subdiscipline. EE has roots in oral and performing arts tradition
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s spanning thousands of years, such as morality tales, religious storytelling, and the spoken word. Modern-day EE, meanwhile, is produced in both fiction and nonfiction designs that include many formats: local street theater, music, puppetry, games, radio, television, and social media. A classic successful example of EE is the children’s television program Sesame Street, which is broadcast in over 120 countries. EE, however, is a strategy that has been successfully planned, implemented, and evaluated in countries around the world for children and adults alike. EE scholarship has traditionally focused on asking, “Does it work?” but more recent theorizing and research is moving toward understanding how EE works, drawing from multidisciplinary theories. From a research standpoint, such scholarship has increasingly showcased a wide range of methodologies. The result of these transformations is that EE is becoming an area of study, or subdiscipline, backed by an entire body of theory, practice, and evidence. The theoretical underpinnings, practice components, and evidence base from EE may be surveyed via the peer- reviewed literature published over the past 10 years. However, extensive work in social change from EE projects around the world has not all made it into the published literature. EE historically began as a communication approach, one tool in the communication toolbox. Over time, the nascent approach became its own full-fledged strategy focused on individual change. Backed by emerging technologies, innovative examples from around the globe, and new variations in implementation, it becomes clear that the field of EE is emerging into a discrete theoretical, practice, and evidence-based subdiscipline within communication that increasingly recognizes the inherent role of individuals, families, communities, organizations, and policies on improving the conditions needed for lasting social change." (Summary)
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"The Handbook of Global Health Communication offers a comprehensive and up-to-date analysis of the role of communication processes in global public health, development and social change. It brings together 32 contributions from well-respected scholars and practitioners in the field, addressing a wid
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e range of communication approaches in current global health programs; offers an integrated view that links communication to the strengthening of health services, the involvement of affected communities in shaping health policies and improving care, and the empowerment of citizens in making decisions about health; ddopts a broad understanding of communication that goes beyond conventional divisions between informational and participatory approaches." (Publisher description)
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"Most past studies of entertainment-education programs have not provided an adequate theoretical explanation of the process through which community members enact system-level changes as a result of exposure to entertainment-education media message. Here we study the effects of an entertainment-educa
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tion radio soap opera by means of an observational case study in one Indian village. We investigate the paradoxes, contradictions, and audience members' struggles in the process of media-stimulated change, a process involving parasocial interaction, peer communication, and collective efficacy." (Abstract)
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