Pregiudizio 2.0. Forme di intolleranza nella cultura giovanile contemporanea. Modelli teorici e pratiche educative. Prejudice 2.0. Forms of intolerance in contemporary youth culture. Theoretical models and educational practices

Events, national and international news, and political and educational writings often draw attention to instances of “prejudiced thinking” in the digital environment, especially in Web 2.0, which can be thought of as an “augmented reality”, a space not in contrast with reality but certainly with its own unique characteristics. The usual response to this is to declare a state of emergency and continuous alarm (the Web has been “destroyed” by racism). While this may be excessive we can nevertheless see a “polycentric proliferation” of racist ideas, the social acceptance of which is facilitated by the absence of refined argument and serious consideration. This report proposes a classification of “on-line racism”, based on a qualitative-textual analysis obtained using T-Lab software, produced as part of the author’s degree thesis (discussed in March 2016). To identify targeted educational responses and effective methods of intervention, we need to analyse the various forms of on-line prejudice in the light not only of rational considerations but emotional and relational aspects too. The results obtained are interpreted in the light of a dual bibliography: on the one hand that dealing with intercultural teaching and classical studies of racism, and on the other that focusing on the characteristics of the digital environment, online communication practices and media education. The work also refers to conversations – with various results – with adolescent contacts on the Ask.fm social network, selected because they had, in one way or another, participated in racist conversations. These conversations serve as an experiment in promoting reflection as well as a study in virtual ethnography. It can be seen that the simplification of racist ideas and the lack of personal responsibility deriving from “being on the internet” lead to an implicit reinforcement of the biological foundations for racism, and its paradoxical acceptance and internalisation despite the lack of sense and scientific evidence. On the other hand, we also see positive actions by the web’s “digital citizens”. Using this “anti-racist capital” as a starting point, we emphasise the importance of public education – intercultural, digital and moral – in developing principled citizens and actors in the mediapolis, in affirming responsibility towards others and in translating this into coherent Web 2.0 actions.