Twenty-ninth International Conference on Learning

Abstract

Despite the achievements concerning gender equality and the elimination of gender discrimination in western countries, patriarchal perceptions and male dominance are still reproduced. Even now, various incidents of gender-based violence (such as sexual harassment, abuse, rape, homophobic attacks, revenge pornography, gender motivated murders) are in the limelight, as a part of the broader phenomenon of sexism. Sexism combines a total of stereotypes that contribute (consciously or unconsciously) to the reproduction of discrimination based on gender, gender identity, and sexual orientation and are reflected in the language use, attitudes and practices that can lead individuals or groups in social exclusion (Mills 2008). To question the sexism, the role of education is crucial as it can cultivate students’ critical literacy. In this context, the aim of our study is the development of indicative critical language proposals, following the multiliteracies model (Cope & Kalantzis 2000). This material is intended to enable students to become aware of the (subtle) normative assumptions around gender and sexuality and critically reflect on essentialist opposition between masculinity and femininity. References Cope, B., & Kalantzis, M. (eds.). (2000). Multiliteracies: Literacy learning and the design of social futures. London & New York: Routledge. Mills, S. (2008). Language and Sexism. Cambridge: Cambridge University Press.