P.O.V.: challenging and flopping gender viral cringe stereotypes by the hype of clean minds. A multimodal media literacy pathway towards equality and social inclusion

The contextualization project on inclusion presents an educational scenario entitled “P.O.V.: challenging and flopping gender viral cringe stereotypes by the hype of clean minds”, which combines Media Education tools and practices with Content and Multimodal Analysis.

The learning scenario intends to deal with inclusion from a double perspective: ensuring each student equal opportunity to develop media literacy, by taking into consideration his/her specific educational needs, and fostering from an early age the formation of critical thinking that supports the equality of roles between male and female sexes within society.

Specifically, the educational pathway aims at fostering the understanding of how children’s commercials feed the spread of gender stereotypes, as well as promoting students’ attitude to an informed and aware use of media through the development of focused media and semiotic knowledge and skills.

Designed for fourth grade pupils, the learning scenario nevertheless stands as a model of media literacy that can be adopted and/or adapted in multiple educational contexts.

The document is divided into two main parts. The first one describes the four phases of the educational activities (introduction, analysis, production and reflection) and includes the appendices, which offer a vast array of teaching resources designed to enrich media literacy practices with the development of a content and semiotic awareness of how media languages work. The second part, on the other hand, provides ex ante, in itinere and ex post data collection tools to evaluate the effectiveness of the learning scenario itself.

The Learning Scenario was developed by the University of Florence – Department of Education, Languages, Interculture, Literatures and Psychology (FORLILPSI) -, in Italy. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0).