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Convenor(s): Milena Meo (University of Messina, Italy); Valentina Raffa (University of Messina, Italy)
Presentation 5
Critical Media Literacy and Gender Equality: Fostering Democratic Agency through Gaze Theory and Standpoint Epistemology
Giulia Lombardo
Istituto nazionale di documentazione innovazione e ricerca educativa (INDIRE), Italy
Abstract: This paper is a theoretical reflection calling for broadening the perspective on gender stereotypes in the mass media and cinema by integrating political (Foucault 1975/1977) epistemic, aesthetic and formal aspects (Stam et. al, 1999; Dinoi, 2008) that have been neglected in existing educational practices of critical media literacy (CML). As highlighted by the Council of Europe (2016), in an era dominated by visual media, stereotypical images of women and men disseminated by the media can undermine progress made in gender equality. The literature review by Santonicciolo et al. (2023) on gender representation in the media shows that stereotypical, objectifying and sexualizing representations of women are still very common and promote sexism, harassment and violence by men. In the post-truth era (MacIntyre, 2018), disinformation has been the main driver behind the rise of media and digital literacy at European level. The deconstruction of gender biases in the media is an integral part of the process that, through the enhancement of critical skills, moves towards combating the biased and untruthful use of information. Knowing how to recognize and combat disinformation implies the need to extend our understanding and ability to deconstruct media information beyond aspects strictly related to the truth of the content to include formal and esthetic considerations concurring to meaning-generating mechanisms. The critical nature of media literacy and the need to strengthen it are recognized in European Commission, 2020a; 2020b; 2020c). DigComp 3.0 (Cosgrove and Cachia, 2025) also places great emphasis on critical thinking and the evaluation of digital information. However, despite the importance given to media education, specific reflections on how digital media messages are constructed, which points of view are legitimized and in what way, remain neglected dimensions. Extending the scope of media education to epistemological and perspective aspects means creating a deeper understanding of how media products play an important role in shaping and reinforcing hierarchies of power and knowledge. Starting from a definition of critical media literacy (Hobbs e Frost, 2003; Hobbs e Jensen, 2009; NAMLE 2009; Kellner e Share 2007; Carr 2009; Giroux 2001; Jenkins et al. 2013; Puchner et al., 2015), this study aims to explore the contribution that gaze theory (Berger, 1972; Metz, 1974; Mulvey, 1975; MacCabe, 1976; Bhandari, 2021) and stand point epistemology (Harding, 1986; Smith,1989; Haraway, 1991; Code,1993; Harding, 1993; Tanesini, 2015) can make to the fight against gender biases and the development of student agency. Gaze theory and standpoint epistemology offer a pedagogical space that opens the possibility of moving from interpretation to intervention. Since digital technologies and the internet have made users active creators of content, agency becomes a concrete and real opportunity to rewrite the imaginary. However, this implies the need for forms of literacy that address the deep political ways in which knowledge, practice, discourse, images and values are constructed and enter our lives.
