Violence against women is a major social problem of our times. It occurs on many scales and takes many forms. Therefore, addressing this big issue is crucial in current debates about education. This contribution in feminist and pedagogical perspective examines gender-based violence in today's society as an outcome of a process of miseducation and dehumanization of global reach, translating into a media system that continues to build a biased view of the relations between the sexes. In such a scenario, gender has been presented in a stereotypical manner, reinforcing the invisibility of women to project images with the result of sexualized evocation and more than ever gender-based violence. Despite the influence of the women's rights movements of the mid-20th Century, which offered some hope for the creation of a more equitable media system, much of our contemporary media continue to construct a distorted view the world. Therefore, a critical reconstruction of education should produce pedagogies that provide media literacy and enable students, teachers and citizens to discern the nature and effects of media culture: both, for a critical reading of interpersonal violence, sexual violence and heteronormative both for improving our understanding of gender-based violence and to design appropriate interventions in terms of educational practices and culture relationships. The theoretical reference is the critical feminist pedagogy applied to transmedia education according to which it is the responsibility of the teacher to create learning environments focused on the promotion of difference and experience by means of a thoughtful methodology and a practice in which socialisation is founded on the community rather than on domination and aggressiveness. Just like a student-centered bottom-up approach, it is necessary to permit them to express their own discoveries, encouraging the student to find her/his own voice in criticising the culture of the media and to produce alternatives to it.
Media as social mediator of violence and discrimination against women / Marone, F.. - (2014). (Intervento presentato al convegno European Sociological Association Research Network 33 - Women’s and Gender Studies Mid-term Conference Gender Equality and Institutions tenutosi a Dipartimento di Scienze Politiche - Università degli Studi di Napoli Federico II nel October 16th and 17th).
Media as social mediator of violence and discrimination against women
F. Marone
2014
Abstract
Violence against women is a major social problem of our times. It occurs on many scales and takes many forms. Therefore, addressing this big issue is crucial in current debates about education. This contribution in feminist and pedagogical perspective examines gender-based violence in today's society as an outcome of a process of miseducation and dehumanization of global reach, translating into a media system that continues to build a biased view of the relations between the sexes. In such a scenario, gender has been presented in a stereotypical manner, reinforcing the invisibility of women to project images with the result of sexualized evocation and more than ever gender-based violence. Despite the influence of the women's rights movements of the mid-20th Century, which offered some hope for the creation of a more equitable media system, much of our contemporary media continue to construct a distorted view the world. Therefore, a critical reconstruction of education should produce pedagogies that provide media literacy and enable students, teachers and citizens to discern the nature and effects of media culture: both, for a critical reading of interpersonal violence, sexual violence and heteronormative both for improving our understanding of gender-based violence and to design appropriate interventions in terms of educational practices and culture relationships. The theoretical reference is the critical feminist pedagogy applied to transmedia education according to which it is the responsibility of the teacher to create learning environments focused on the promotion of difference and experience by means of a thoughtful methodology and a practice in which socialisation is founded on the community rather than on domination and aggressiveness. Just like a student-centered bottom-up approach, it is necessary to permit them to express their own discoveries, encouraging the student to find her/his own voice in criticising the culture of the media and to produce alternatives to it.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
