An indispensable aspect of citizenship education is the individual’s (physical) integrity and maximum possible freedom to act. How can personal freedom be protected and effectively supported, not only in reality but also in hyperreality? Democracy, or in pedagogical contexts citizenship education, is usually connected to ‘free speech’, or to giving power to citizenry to voice dissent against despotic rulers Diana C. Mutz (2006) and others describe ‘echo chambers’ in social media. Meant are enclosed spaces, in which a majority of people tends to surround themselves with like-minded people by reinforcing each other in their own position. Then, a blurring of the difference of reality and its simulation takes place. Jean Baudrillard (1994) explains such blurring as ‘hyperreality’ that makes the ethical dimension of free speech, namely to respect another person’s freedom, barely perceivable. How can personal freedom be protected and effectively supported in a hyperreal context? By interpreting an online-game as ‘soundscape’ (Southworth 1969, Schafer 1977) in this presentation ‘place-responsive practice’ (Cameron 2003 and Waldenfels 1994) will be investigated in ‘hyperreal contexts.’

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