Generation Brexit Study Guide: Media Representation and Brexit

This study guide  survey's the  media's representation of Brexit. It is relevant for students taking  AS /A  LEVEL POLITICS, SOCIOLOGY AND MEDIA STUDIES.

1975 Referendum Leaflets

2016 Referendum Leaflets

Report on UK Press Coverage of the EU Referendum

External media

External media

External media

External media

Details

Image

Details

 Media Representation & Brexit

Learning Outcomes

In this study guide, you will learn more abour MEDIA REPRESENTATION  and BREXIT. 

  • What is  the theory of representation? What is Brexit?
  • What role did representation play in the UK's decision to leave the European Union (2016 Brexit Referendum)?

The activities are intended to help you  deepen your understanding of these issues. They will also support the development of those critical thinking skills that you will be expected to demonstrate in your A / AS Level Exams, and at university. 

If you are a STUDENT you will find these  activities useful as part of your self guided study or exam preparation. 

If you are a TEACHER you may wish to incorporate these activities into your lesson plans either  as individual OR small group activities. 

 

ALL CONTENT INCLUDED IN THIS STUDY GUIDE HAS BEEN COMPILED BY THE GENERATION BREXIT PROJECT TEAM UNDER THE DIRECTION OF DR JENNIFER JACKSON-PREECE, DEPUTY HEAD OF THE EUROPEAN INSTITUTE, LSE. 

Representation & Brexit Slideshow

Activity One

 Activity  One

In this task, you are asked to  compare campaign materials from the  1975 Referendum on EC membership and the 2016 Referendum on EU Membership.  You should  refer back to the   Representation & Brexit slideshow  as you think about the questions below.

 

Activity questions:

  1. Are the images used in 2016 similar to those used in 1975? 
  2. Are the words used in 2016 similar to those used in 1975?
  3. Do the  campaigns in favour of  Europe use similar representations in 2016 and in 1975? Do the campaigns against Europe use similar representations in 2016 and in 1975?
  4. If you were reading the campaign materials during the  1975 and 2016 referendums, which representation would you have found most convincing and why?

 

Activity Two

Activity Two 

In this task, you are asked to EXPLORE some of the resources included in the study guide (the LSE BREXIT BLOGS, the Al Jazeera video, and the Reuters Report on the UK Press Coverage of the Brexit Referendum).  You should then consider  the following questions. Be prepared to cite EVIDENCE from the resources in support of your position.

  1.  How well did the UK media do in informing the public during the Brexit Referendum?
  2. Are you convinced by claims that UK media representation during the Brexit Referendum was mostly driven by fear?

 

 

Activity Three

Activity Three

ARE WE LIVING IN A POST-TRUTH SOCIETY?

During the Brexit vote both sides gave empirically unsubstantiated claims that were widely report in the media. Was the proliferation of these threats and promises evidence of a post-truth society?

• What role did  the media play in proliferating these unsubstantiated claims?
• Have people really had enough of experts, as Michael Gove had claimed?
• Was #ProjectFear an example of misinformation or disinformation?

Go to the GENERATION BREXIT platform and find out what other young people are  SAYING in response to this question. 

 

Do you have an IDEA to share?

Generation Brexit has one purpose: it gives young people across the UK and the EU a voice in the Brexit negotiations. By taking part in this policy making project you can shape the future of UK-EU relations post-Brexit. The best ideas will be turned into policy proposals sent to the UK and EU parliaments. 

Generation Brexit is also offering an exciting opportunity for Sixth Form students to intern with an LSE crowdsourcing project as a PLATFORM FACILITATOR responsible for encouraging constructive engagement with Brexit related issues amongst platform users.

 Each PLATFORM FACILITATOR will be expected to spend half an hour on the platform each week for a period of four weeks, and earn 100 participation points on the platform. These participation points can be earned by voting or commenting on other people’s ideas, responding to surveys or posting your own ideas. PLATFORM FACILITATORS who fulfil these requirements will receive a certificate  from the LSE to highlight their contribution to the project.

 This is a great opportunity to participate in the Brexit debate and gain valuable experience that you can include in your UCAS personal statement. For more information contact brexit@lse.ac.uk

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