Rabies is a global epidemic that affects the developing world disproportionally. This deadly disease is largely transmitted to humans via dog bites and is caused and perpetuated by human behaviors, including people not sterilizing and vaccinating dogs. Through the lens of participatory communication and culture theories, this thesis explores the extent to which communication tactics of a dog population and rabies control program in Bangkok, Thailand are participatory and whether this influences community efforts to vaccinate and sterilize free-roaming dogs in the city’s Bang Bon district. At a high level this study examines how empowering people at all levels of society in the planning and implementation of solutions to development challenges affords more sustainable outcomes. In doing so, it attends to issues of communication purpose, access, dialogue, culture, voice, feedback, cultural reflexivity, agency, participation and ownership. This study is an inductive qualitative inquiry that employs case study and interview research methods—specifically semi-structured, in-depth interviews with key informants and a small-scale survey. It uses the comparative analysis approach alongside its theoretical framework to draw conclusions from the research.

Much is written on the importance of participatory communication and its role in uplifting indigent communities. As the closest government sphere to communities, local government is charged with directly improving the lives of the poor and is required by legislation to conduct Integrated Development Planning (IDP). This requires that a municipal authority utilise participatory communication aspects such as dialogue, empowerment, and planning. These are most important pillars of community development. However, many studies have warned that elements such as modernisation, dependency and bureaucracy need to be re-assed and observed with caution since they have the potential to impede and limit the extent of participatory communication in community development. These concepts serve as the basic points of departure and theoretical background underpinning this study, which is tasked with exploring the extent of participatory communication in the IDP context of Jouberton Township in the Matlosana LocalMunicipality. In her public address on challenges facing North West Local municipalities (Including Matlosana Municipality) in January 2014, former premier, Thandi Modise, emphasised the need for municipalities to ensure that communities attend IDP meetings, approve earmarked IDP projects and be aware of how a municipality spends its budget earmarked for specific development projects. It is evident from theory and higher echelon of government that participatory communication is seen as the most important pillar and the basis for the existence of a municipal government. It is against this background, that this study was carried out under the assumption that the practice of participatory communication in contemporary local government only exists on paper; while in reality the public does not enjoy active participation in municipal IDP consultative frameworks. This is despite much discourse being available in government and in academia around the importance and role of participatory communication in community development. The study espoused a qualitative research approach to gather data and purposive sampling was used to select respondents linked to two IDP projects in Jouberton Township from the 2012/13 financial year. Its purpose was to explore perceptions among Matlosana municipal representatives and community members in Jouberton Township on the extent of participatory communication in the IDP context. The empirical part of the study comprised of focus group and unstructured interviews, as well as participant observation. By using a typology of participation by Anyaegbunam et al (2004), the study revealed that Jouberton communities are passive participators in municipal IDP consultative frameworks where they participate by just being informed about what is going to happen or has already happened and feedback is minimal. This is opposed to a desired form of empowered participation which is highly recommended by scholars in development communication where stakeholders should be able to and are willing to participate in joint analysis, which leads to joint decision making about what should be achieved and how. It has been discovered that there is a lack of active participation in community development in the IDP context of Matlosana Municipality and the study makes recommendations on how transformative elements of participation can be applied to improve current norms and standards in participatory communication. / MA (Communication Studies), North-West University, Potchefstroom Campus, 2015

Much is written on the importance of participatory communication and its role in uplifting indigent communities. As the closest government sphere to communities, local government is charged with directly improving the lives of the poor and is required by legislation to conduct Integrated Development Planning (IDP). This requires that a municipal authority utilise participatory communication aspects such as dialogue, empowerment, and planning. These are most important pillars of community development. However, many studies have warned that elements such as modernisation, dependency and bureaucracy need to be re-assed and observed with caution since they have the potential to impede and limit the extent of participatory communication in community development. These concepts serve as the basic points of departure and theoretical background underpinning this study, which is tasked with exploring the extent of participatory communication in the IDP context of Jouberton Township in the Matlosana LocalMunicipality. In her public address on challenges facing North West Local municipalities (Including Matlosana Municipality) in January 2014, former premier, Thandi Modise, emphasised the need for municipalities to ensure that communities attend IDP meetings, approve earmarked IDP projects and be aware of how a municipality spends its budget earmarked for specific development projects. It is evident from theory and higher echelon of government that participatory communication is seen as the most important pillar and the basis for the existence of a municipal government. It is against this background, that this study was carried out under the assumption that the practice of participatory communication in contemporary local government only exists on paper; while in reality the public does not enjoy active participation in municipal IDP consultative frameworks. This is despite much discourse being available in government and in academia around the importance and role of participatory communication in community development. The study espoused a qualitative research approach to gather data and purposive sampling was used to select respondents linked to two IDP projects in Jouberton Township from the 2012/13 financial year. Its purpose was to explore perceptions among Matlosana municipal representatives and community members in Jouberton Township on the extent of participatory communication in the IDP context. The empirical part of the study comprised of focus group and unstructured interviews, as well as participant observation. By using a typology of participation by Anyaegbunam et al (2004), the study revealed that Jouberton communities are passive participators in municipal IDP consultative frameworks where they participate by just being informed about what is going to happen or has already happened and feedback is minimal. This is opposed to a desired form of empowered participation which is highly recommended by scholars in development communication where stakeholders should be able to and are willing to participate in joint analysis, which leads to joint decision making about what should be achieved and how. It has been discovered that there is a lack of active participation in community development in the IDP context of Matlosana Municipality and the study makes recommendations on how transformative elements of participation can be applied to improve current norms and standards in participatory communication. / MA (Communication Studies), North-West University, Potchefstroom Campus, 2015

Este trabalho é fruto de uma investigação realizada junto Programa Educom.rádio, curso de extensão oferecido pelo Núcleo de Comunicação e Artes da USP a aproximadamente 11 mil professores e alunos de 455 escolas da rede municipal de ensino da cidade de São Paulo, entre 2001 e 2004, tendo como foco a maneira como o conceito e a prática do planejamento foram considerados tanto na elaboração do projeto quanto como conteúdo previsto no cronograma de atividades. Além da descrição das formas sob as quais o tema do planejamento esteve presente ao logo do desenvolvimento do curso, foram analisados especificamente a produção de 169 propostas de planejamento educomunicativo de autoria conjunta de professores, alunos e membros da comunidade que participaram de duas das sete fases do Educom.rádio, respectivamente a 6ª e a 7ª fases. O resultado da pesquisa possibilita afirmar não apenas que o planejamento é um requisito fundamental para garantir o sucesso de qualquer trabalho educomunicativo, como atesta o esforço de coerência epistemológica do próprio do projeto para garantir sua coerência interna, entre o que ensinou e o que praticou, enquanto atividade cultural e educativa. / This paper is the result of a research program conducted with Educom.rádio, extension course offered by the Center for Communication and Arts of USP to approximately 11 thousand students and teachers of 455 schools in the municipal system of education in the city of São Paulo, between 2001 and 2004, focusing how the concept and practice of planning were both in the preparation of the project as content as specified in schedule of activities. Besides the description of the ways in which the subject of planning was right to the development of the course, have been examined specifically the production of 169 proposals for planning educomunication of joint authorship of teachers, students and community members who participated in two of the seven stages the Educom.rádio respectively the 6th and 7th phases. The search result provides not only to say that planning is a prerequisite for the success of any work educomunicating, as evidenced by the effort of the epistemological consistency by design to ensure internal consistency, and what it taught and practiced as cultural and educational activity.

This thesis is a critical comparative study of the ways in which music is being used as an educational tool for HIV/AIDS in Sub-Saharan Africa, Brazil, India, China, the U.S., and Canada. Music for education is an aspect of a number of academic disciplines. I introduce the principles of Entertainment-Education and Participatory Communication, which are two methods of conveying education through entertainment. Music cognition, music philosophy, ethnomusicology, sociomusicology, and communication theory offer perspectives on why music is persuasive, emotive, and mnemonic. I present analyses of music HIV/AIDS education efforts from many different regions that employ different methods of music transmission and different musical genres. Some are grassroots interventions, whereas others are large-scale, mass media efforts. I identify a number of high-level themes that emerge from the case studies: music involves the audience, music engages the emotions, music is culturally relevant, music is therapeutic and empowering, and music enhances memory. The case studies highlight a number of specific elements that significantly enhance HIV/AIDS education efforts, elements that should be applied to Canadian efforts. The initiatives that are currently taking place are remarkable, but more efforts are needed to effectively combat the AIDS pandemic.

Although different studies have been conducted on various aspects of the National Solidarity Program (NSP) in Afghanistan, research on strengthening solidarity and social cohesion through its participatory approach has received little attention. This research used development communication as a theoretical framework to understand the role of participatory communication in strengthening solidarity and social cohesion in Afghanistan. The study employed a qualitative case study. To this end, the study used semi-structured interviews via email and telephone with 10 participants. Thematic analysis was used to code and categorize the data. The study findings show that the NSP appears to promote participation and increase collectiveness among the Afghan people, which, in turn, seem to strengthen solidarity and social cohesion. Finally, future research areas are discussed in the light of these findings.

This thesis is a critical comparative study of the ways in which music is being used as an educational tool for HIV/AIDS in Sub-Saharan Africa, Brazil, India, China, the U.S., and Canada. Music for education is an aspect of a number of academic disciplines. I introduce the principles of Entertainment-Education and Participatory Communication, which are two methods of conveying education through entertainment. Music cognition, music philosophy, ethnomusicology, sociomusicology, and communication theory offer perspectives on why music is persuasive, emotive, and mnemonic. I present analyses of music HIV/AIDS education efforts from many different regions that employ different methods of music transmission and different musical genres. Some are grassroots interventions, whereas others are large-scale, mass media efforts. I identify a number of high-level themes that emerge from the case studies: music involves the audience, music engages the emotions, music is culturally relevant, music is therapeutic and empowering, and music enhances memory. The case studies highlight a number of specific elements that significantly enhance HIV/AIDS education efforts, elements that should be applied to Canadian efforts. The initiatives that are currently taking place are remarkable, but more efforts are needed to effectively combat the AIDS pandemic.

Submitted by Mayra Fernanda Ferreira (mayraunesp@yahoo.com.br) on 2018-10-19T03:47:44Z No. of bitstreams: 1 TESE MAYRA _REPOSITORIO.pdf: 21418687 bytes, checksum: 09e780b3b5df723e3c592aefbdcbd5c8 (MD5) / Approved for entry into archive by Lucilene Cordeiro da Silva Messias null (lubiblio@bauru.unesp.br) on 2018-10-19T12:12:27Z (GMT) No. of bitstreams: 1 ferreira_mf_dr_bauru.pdf: 21298017 bytes, checksum: 037035dd3fd551d350fea1df93525f01 (MD5) / Made available in DSpace on 2018-10-19T12:12:27Z (GMT). No. of bitstreams: 1 ferreira_mf_dr_bauru.pdf: 21298017 bytes, checksum: 037035dd3fd551d350fea1df93525f01 (MD5) Previous issue date: 2018-08-24 / Como garantir a expressividade infantil e seu potencial cidadão na mídia digital? Esta é uma das questões norteadoras desta pesquisa que visa investigar a participação das crianças na mídia digital, considerando as mediações e as interações de modo a assegurar seu direito à liberdade de expressão, conforme postula a ONU (1989). A partir das potencialidades interativas e participativas da Internet e dos usos e das apropriações das tecnologias digitais pelo público infantil, discutidos neste estudo, é importante que as crianças assumam seu protagonismo nos espaços digitais de modo que estes atuem para favorecer a livre expressividade, a criatividade, a criticidade e a coautoria infantis. Tendo em vista o conceito de Comunicação Participativa e o método do Cassete Fórum, do pesquisador Mario Kaplún, a proposta desta pesquisa, embasada metodologicamente na pesquisa-ação, destaca as crianças como sujeitos, e não meros consumidores digitais, a fim de que elas apresentem seus interesses e suas utilizações de mídia e ferramentas digitais, construindo, assim, um panorama sociocultural desta geração da infância. Têm-se como sujeitos participantes crianças de nove a 11 anos de escolas públicas municipais da cidade de Bauru, selecionadas por meio de um diagnóstico do perfil on-line, tendo como base o questionário do Comitê Gestor da Internet no Brasil. A partir da adaptação do método cassete-fórum para o meio digital, as crianças em grupos foram convidadas a debater a temática dos direitos da criança na Internet a fim de subsidiar questões sobre riscos, oportunidades, direitos e expressividade on-line à infância conectada. Esta pesquisa mostra que, embora haja interesse em plataformas interativas, não há garantia de efetiva interação, ao passo que é necessária a atuação conjunta de agentes de socialização da infância, tendo como foco as literacias midiáticas, para oportunizar espaços de participação e, consequentemente, de protagonismo cidadãos às crianças. Considerando essa potencialidade, o estudo apresenta diretrizes de modo propositivo às crianças, à família, à escola e à mídia, previamente avaliadas positivamente por sujeitos participantes desta pesquisa, visando à valorização da criança como sujeito comunicativo e cidadão crítico. Desse modo, é possível assegurar a cidadania desde a infância. / How guarantee children's expressivity and their potential as citizens in digital media? This is one of the guiding questions of this research that aims to investigate children's participation in digital media, considering mediations and interactions in order to ensure their right to freedom of expression, as postulated by UN (1989). From Internet interactive and participatory potentialities and the uses and appropriations of digital technologies by children, discussed in this study, it is important that children take their protagonism in digital spaces, so they can function for promoting children’s free expression, creativity, criticism and infancy co-authorship. Considering the concept of Participatory Communication and Cassete Forum method, developed by Mario Kaplún, this research proposal, methodologically based on action-research, is to highlight children as subjects, not as mere digital consumers, with ability to present their own interests and their use of digital media and tools, building a sociocultural panorama of this infant generation. The participants were children with age between nine and eleven years old who studies in city public schools in Bauru, selected through a diagnosis of their online profile, based in Brazilian Comitê Gestor da Internet (Internet Steering Committee) questionnaire. From the adaptation of Cassete Forum method to digital environment, children were divided in groups and invited to discuss themes about children's rights on the Internet to contribute with questions about online risks, opportunities, rights and expressivity to connected children. This research shows that, although there is interest in interactive platforms, there is no guarantee of effective interaction, whereas it is necessary the joint action of childhood socializing agents, focusing on media literacies, to provide opportunities for children participation and, consequently, their protagonism as citizenship. Considering theses potentialities, this study proposes guidelines to children, family, school and media, which was previously evaluated positively by the subjects who participated in this research, that aims to value child as a communicative subject and a critical citizen. In this way, it is possible to ensure citizenship from an early age.

xiv, 232 p. ; ill. (some col.) A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. / The field of international development communication has given scant attention to the role of communication practitioners who are critical players in facilitating participation and community engagement in development. Despite growing demand for the training of these practitioners internationally, most of them work informally at the grassroots in ways that are poorly understood. This study aims to illuminate development communication practice by examining the everyday work of a freelance team of practitioners in Colombia. The study uses feminist ethnographic methods to describe and analyze the ways practitioners deal with professional dilemmas and power dynamics intrinsically present in development interventions. It focuses on the interactions and the narratives of these practitioners, and contrasts them against the major conceptual traditions of the field: modernization-related perspectives and critical/participatory views of social change. The analysis shows that the study's participants engage in self-reflection of their professional dilemmas, choices and understandings of communication. This self-reflection recognizes the opportunities, limitations, and failures of both alternative and protest-oriented media in the Latin American contexts, as well as the shortcomings of social marketing/behavior change models. The ethnography of this team's experience in the making of communication projects provides insight into their work conditions, the reasons for their "impure" mixing of theories and models, and their struggle to advance their long-term agendas of social change, even within short-term modernization-oriented programs. The main findings of the study are the principles used by these Colombian communicators: the aesthetic principle they call encanto (a sensuous, body-connected and poetic component that permeates language and communication encounters); and an ethical principle of trust-building, called confianza . Both principles represent an alternative to counterbalance the power asymmetries characterizing the development-as-modernization logic and particularly the modernization posture (called cantaleta) that permeates and hinders communication encounters. / Adviser: H. Leslie Steeves

Este trabalho é fruto de uma investigação realizada junto Programa Educom.rádio, curso de extensão oferecido pelo Núcleo de Comunicação e Artes da USP a aproximadamente 11 mil professores e alunos de 455 escolas da rede municipal de ensino da cidade de São Paulo, entre 2001 e 2004, tendo como foco a maneira como o conceito e a prática do planejamento foram considerados tanto na elaboração do projeto quanto como conteúdo previsto no cronograma de atividades. Além da descrição das formas sob as quais o tema do planejamento esteve presente ao logo do desenvolvimento do curso, foram analisados especificamente a produção de 169 propostas de planejamento educomunicativo de autoria conjunta de professores, alunos e membros da comunidade que participaram de duas das sete fases do Educom.rádio, respectivamente a 6ª e a 7ª fases. O resultado da pesquisa possibilita afirmar não apenas que o planejamento é um requisito fundamental para garantir o sucesso de qualquer trabalho educomunicativo, como atesta o esforço de coerência epistemológica do próprio do projeto para garantir sua coerência interna, entre o que ensinou e o que praticou, enquanto atividade cultural e educativa. / This paper is the result of a research program conducted with Educom.rádio, extension course offered by the Center for Communication and Arts of USP to approximately 11 thousand students and teachers of 455 schools in the municipal system of education in the city of São Paulo, between 2001 and 2004, focusing how the concept and practice of planning were both in the preparation of the project as content as specified in schedule of activities. Besides the description of the ways in which the subject of planning was right to the development of the course, have been examined specifically the production of 169 proposals for planning educomunication of joint authorship of teachers, students and community members who participated in two of the seven stages the Educom.rádio respectively the 6th and 7th phases. The search result provides not only to say that planning is a prerequisite for the success of any work educomunicating, as evidenced by the effort of the epistemological consistency by design to ensure internal consistency, and what it taught and practiced as cultural and educational activity.