Projekter pr. år
Abstract
This report presents GEMINI research into production and representation of gender issues in the four empirical territories Ireland, Romania, Italy, and Denmark. From the insights developed, the report presents easy-to-use learning opportunities with special attention towards teaching gender issues in European high schools.
Sections 2 and 3 articulate the methodology of the report (predominantly desktop production studies and studies of gender representation) and offer a state-of-the-art research overview on the relationship between gender topics, youth/adolescents, and serial drama. While there is much research into each area alone, the relationship between them has received little attention, which means that the scholarly output of this report is original and especially relevant in a continental context where gender issues appear in different guises across Europe.
Section 4 demonstrates how gender issues have been an often conscious and sometimes unconscious matter during production. Based on insights from focus group interviews with high school students (see D3.2), 11 applicable cases have been chosen from the four empirical territories. From the perspective of desktop production studies, the series have been scrutinised from the productional gaze on gender issues. In most cases, the gender approach during production has been a deliberate topic for generating debate or constructive dialogue on critical issues, but in some cases the gender issues have arisen in hindsight. The chosen cases also represent different local taste regimes and interests, ranging from the wide-spread lack of local production for the young target audience in Romania to having young adults as a target audience in Denmark. Overall, the cases also epitomise a dominant US drift in European taste regimes.
Section 5 reads the 11 cases though representative excerpts from longer serial dramas. Issuing the one series, one scene, one issue dogma, the analyses highlight not only the textual qualities of the series. These excerpts also present a simple way to utilise serial dramas in high school teaching. Each chosen serial drama has been incorporated into a pedagogical triangle that features a significant focus on media literacy and gender issues. Essentially, this approach introduces a case-neutral approach that may motivate both high school teachers and students to locate and scrutinise new excerpts from se-rial dramas themselves.
In this way, the key takeaway points from this report are not only insightful readings of relevant serial dramas in light of gender issues. The most significant contribution is the presentation of how to integrate gender issues and media literacy issues in high school teaching at a very easy-to-use level for teachers.
Sections 2 and 3 articulate the methodology of the report (predominantly desktop production studies and studies of gender representation) and offer a state-of-the-art research overview on the relationship between gender topics, youth/adolescents, and serial drama. While there is much research into each area alone, the relationship between them has received little attention, which means that the scholarly output of this report is original and especially relevant in a continental context where gender issues appear in different guises across Europe.
Section 4 demonstrates how gender issues have been an often conscious and sometimes unconscious matter during production. Based on insights from focus group interviews with high school students (see D3.2), 11 applicable cases have been chosen from the four empirical territories. From the perspective of desktop production studies, the series have been scrutinised from the productional gaze on gender issues. In most cases, the gender approach during production has been a deliberate topic for generating debate or constructive dialogue on critical issues, but in some cases the gender issues have arisen in hindsight. The chosen cases also represent different local taste regimes and interests, ranging from the wide-spread lack of local production for the young target audience in Romania to having young adults as a target audience in Denmark. Overall, the cases also epitomise a dominant US drift in European taste regimes.
Section 5 reads the 11 cases though representative excerpts from longer serial dramas. Issuing the one series, one scene, one issue dogma, the analyses highlight not only the textual qualities of the series. These excerpts also present a simple way to utilise serial dramas in high school teaching. Each chosen serial drama has been incorporated into a pedagogical triangle that features a significant focus on media literacy and gender issues. Essentially, this approach introduces a case-neutral approach that may motivate both high school teachers and students to locate and scrutinise new excerpts from se-rial dramas themselves.
In this way, the key takeaway points from this report are not only insightful readings of relevant serial dramas in light of gender issues. The most significant contribution is the presentation of how to integrate gender issues and media literacy issues in high school teaching at a very easy-to-use level for teachers.
Originalsprog | Engelsk |
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Forlag | European Commission |
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Antal sider | 69 |
Status | Udgivet - nov. 2024 |
Emneord
- Serial drama
- gender issues
- gender equality
- TV series
- teaching and learning
- media literacy
Projekter
- 1 Igangværende
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GEMINI: Gender Equality through Media Investigation and New Training Insights (EU-CERV programme 2023-25)
Jacobsen, L. B. (Projektdeltager), Spalletta, M. (PI (principal investigator)), Re, V. (Projektleder) & Hansen, K. T. (Projektleder)
09/01/2023 → 08/06/2025
Projekter: Projekt › Forskning