In this module, we look at visual representation and the role it plays in society. We are surrounded by images all the time, some of which reinforce particular ideas about people’s identity and position in society. Negative and conventional representations, which are based on stereotypes, are quite pervasive and can influence our attitudes, beliefs and ways of interating with those who we perceive as different. They can also have a detrimental effect on what people from certain groups (e.g., women, ethnic minorities, LGBTQ+ people, etc.) can be and do in life. By portraying these groups in a stereotypical and often demeaning manner, images can undermine people’s sense of agency and confidence over time. Although things are gradually changing, there is still a long road ahead in terms of achieving a fairer and less sterotyipal representation of all groups in society. This module will help you to look more critically at how people are represented visually and to challenge practices of visual exclusion and misrepresentation that may go unnoticed in everyday life. It will also equip you with practical resources and methodologies that you can use in the classroom to develop critical visual literacy skills in your pupils. All the exercises in this module have been adapted for self-directed learning; however, it is advisable to do them in a group, especially with your colleagues at school.
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Learning Objectives
- Values n.3Promote a sense of responsibility for challenging exclusionary and stereotypical visual representations both locally and globally.
Values n.3
As a teacher, I feel a sense of responsibility for taking action on global issues. - Attitudes n.5Enable teachers to engage with sensitive and controversial topics related to visual representation.
Attitudes n.5
As a teacher, I am willing to engage with sensitive and controversial topics in my classroom. - Knowledge n.1, 2 & 3Increase teachers’ awareness of how visual representation operates in society and its relationship with issues of power, discrimination and exclusion.
Knowledge n.1, 2 & 3
As a teacher, I have an understanding of the diversity of cultures. As a teacher, I know about some of the challenges people face in different parts of the world, in terms of social equity and access to resources. As a teacher, I understand some of the root causes of global poverty and inequalities (e.g., European colonialism). - Skills n.2Develop teachers’ ability to engage learners in a critical analysis of visual representation in the media.
Skills n.2
As a teacher, I am able to help students become aware of representation in media, in particular the voices and positioning of certain social groups.
Learning Outcomes
- Values n.3, 5 & 9Embrace critical visual literacy as a way of challenging exclusionary and stereotypical visual representations of different groups in society.
Values n.3, 5 & 9
As a teacher, I feel a sense of responsibility for taking action on global issues. As a teacher, I am committed to social equity. As a teacher, I believe in the importance of teaching my learners critical attitudes and behaviours. - Attitudes n.2, 3 & 5Support a critical analysis of visual representation among your learners.
Attitudes n.2, 3 & 5
As a teacher, I want to promote tolerance, open-mindedness, and curiosity in my learners. As a teacher, I feel that it is important to reflect on myself and my practices. As a teacher, I am willing to engage with sensitive and controversial topics in my classroom. - Knowledge n.1, 2 & 3Understand how different groups in society are visually represented, the reasons behind such representations and their effect on people’s lives and society at large.
Knowledge n.1, 2 & 3
As a teacher, I have an understanding of the diversity of cultures. As a teacher, I know about some of the challenges people face in different parts of the world, in terms of social equity and access to resources. As a teacher, I understand some of the root causes of global poverty and inequalities (e.g., European colonialism). - Skills n.1, 2 & 3Develop your learners’ critical visual literacy skills to question practices of visual exclusion as well as conventional forms of visual representation.
Skills n.1, 2 & 3
As a teacher, I am able to promote students’ critical and independent thinking. As a teacher, I am able to help students become aware of representation in media, in particular the voices and positioning of certain social groups. As a teacher, I am able to show students how to examine the origins and implications of their own assumptions.
Activities
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Activity 1: Warm-up
- To enable you to reflect on issues of representation (in a broader sense) and visibility within the education system.
- Pictures of four people available from:
- https://ichef.bbci.co.uk/news/976/cpsprodpb/1120A/production/_99745107_dsc_2119.jpg
- https://www.newhamheritagemonth.org/wp-content/uploads/IMG_4722-e1589812141387-380×380.jpg
- https://cdn2.stylecraze.com/wp-content/uploads/2018/12/35-Lovely-Hairstyles-For-Women-Over-70.jpg
- https://nextluxury.com/wp-content/uploads/Older-Man-With-Receding-Hairline.jpg
- Internet access.
Activity 2: Role reversal
- To develop your critical thinking skills in relation to how certain groups in society are seen and perceived in terms of roles, status and power.
- Internet access
Activity 3: Challenging visual stereotypes
- To develop your ability to identify non-stereotypical images of women, people of colour, LGBTQ+ people, elderly people and disabled people.
- Access to the internet and a colour printer (alternatively, newspapers and magazines can be used for this activity)
- A1 paper sheet, scissors, glue stick and felt-tip pens
Activity 4: Representation matters
- To encourage you to reflect on the visual representation of Black people and the impact it has on their lives.
- Internet access
Activity 5: Re-imagining Refugees
- To develop your critical thinking skills in relation to how refugees are often represented and what alternative visual representations could be made.
- Access to the internet and a colour printer (alternatively, newspapers and magazines can be used for this activity).
- A1 paper sheet, scissors, glue stick and felt-tip pens.