Analyzing Masculinist Movements: Responding to Antifeminism through Critical Communication Pedagogy

Autor/in	Kahl, David H.
Titel	Analyzing Masculinist Movements: Responding to Antifeminism through Critical Communication Pedagogy
Quelle	In: Communication Teacher, 29 (2015) 1, S.21-26 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-4622
DOI	10.1080/17404622.2014.985600
Schlagwörter	Leitfaden; Unterricht; Lehrer; Gender Issues; Masculinity; Feminism; Womens Studies; Males; Ideology; Praxis; Gender Bias; Critical Theory + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Geschlechterfrage; Männlichkeit; Feminismus; Male; Männliches Geschlecht; Ideologie; Geschlechterstereotyp; Kritische Theorie
Abstract	Students of gender communication often explore feminist ideologies and the marginalization of women. Thus, one common component of gender communication courses is the examination of women's (feminist) movements and how they counter hegemony that women have historically faced. Namely, these groups speak out against hegemony and work toward equal rights (Wood, 2013). Unlike feminist movements, masculinist movements receive little attention in gender communication courses (Blais & Dupuis-Deri, 2012). However, the examination of masculinism, also called masculism, is necessary to help students to understand the often detrimental effects that these groups can have because of their antifeminist agenda. Because masculinist movements are often overlooked in gender communication courses, their ideologies often go unchallenged in the academic environment. Students often do not have an opportunity to examine the hegemonic messages that these groups advance. Therefore, students may not develop the means to respond to such marginalization when they encounter it. In this activity, students will study the hegemonic ideologies perpetuated by masculinist groups. This activity asks students to engage in a two-step process that involves examining and responding to hegemony inherent in these movements. First, students will learn the goals and beliefs of the masculinist movements and the Men's Rights Activists (MRAs) that comprise them. Having this background knowledge will then enable students to examine the hegemonic masculinist arguments in a YouTube video created by a MRA. After students have examined the masculinist arguments in the video, the second step is for students to develop responses to the hegemonic masculinity arguments. This can be facilitated by having students learn about and then apply critical communication pedagogy. (ERIC).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01