Pub Date : 2021-11-30DOI: 10.1080/1051144X.2021.1994732
C. Brown
Abstract This article presents results from a case study which investigated how Norwegian English foreign language (EFL) learners, roughly aged 16–17, take action through redesigning a multimodal advertisement. Data was collected from a redesign task at the end of a 16-week intervention, in which three classes were introduced to critical visual literacy practices as an integrated part of their EFL lessons. A thematic analysis of the learners’ deconstructions, multimodal redesigns and written reflections showed that the learners engaged with one or more of the themes power, diversity, identification and symbolism during the task. Utilising a variety of semiotic resources, the learners were largely successful in identify underlying ideologies in the advertisement and addressing these in their redesigns, thus creating a new version of the world which was more in line with their personal beliefs.
{"title":"Taking action through redesign: Norwegian EFL learners engaging in critical visual literacy practices","authors":"C. Brown","doi":"10.1080/1051144X.2021.1994732","DOIUrl":"https://doi.org/10.1080/1051144X.2021.1994732","url":null,"abstract":"Abstract This article presents results from a case study which investigated how Norwegian English foreign language (EFL) learners, roughly aged 16–17, take action through redesigning a multimodal advertisement. Data was collected from a redesign task at the end of a 16-week intervention, in which three classes were introduced to critical visual literacy practices as an integrated part of their EFL lessons. A thematic analysis of the learners’ deconstructions, multimodal redesigns and written reflections showed that the learners engaged with one or more of the themes power, diversity, identification and symbolism during the task. Utilising a variety of semiotic resources, the learners were largely successful in identify underlying ideologies in the advertisement and addressing these in their redesigns, thus creating a new version of the world which was more in line with their personal beliefs.","PeriodicalId":36535,"journal":{"name":"Journal of Visual Literacy","volume":"41 1","pages":"91 - 112"},"PeriodicalIF":0.0,"publicationDate":"2021-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48122944","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-03DOI: 10.1080/1051144X.2021.1994731
Brigitte Dekeyzer
Abstract This article introduces a new method for understanding the principlesof art and design. It combines meditation techniques, practised and conceptualized proprioceptive body experiences. Starting with a reflection on the so-called ‘sensorial turn’ and on proprioception in particular, the text offers a protocol for proprioceptive art experiences in the museum and a reflection on its theoretical foundations. The greatest advantages of the method are its inclusive nature, applicability to a broad range of artworks and art forms and its ability to overcome the mind-body dichotomy. It can be done by anyone, regardless of age or physical impairments. The approach achieves the best results in a group led by a museum guide, but individual visitors and families can use it as well, with the proper support from the museum.
{"title":"From within the body: proprioceptive art experiences in the museum","authors":"Brigitte Dekeyzer","doi":"10.1080/1051144X.2021.1994731","DOIUrl":"https://doi.org/10.1080/1051144X.2021.1994731","url":null,"abstract":"Abstract This article introduces a new method for understanding the principlesof art and design. It combines meditation techniques, practised and conceptualized proprioceptive body experiences. Starting with a reflection on the so-called ‘sensorial turn’ and on proprioception in particular, the text offers a protocol for proprioceptive art experiences in the museum and a reflection on its theoretical foundations. The greatest advantages of the method are its inclusive nature, applicability to a broad range of artworks and art forms and its ability to overcome the mind-body dichotomy. It can be done by anyone, regardless of age or physical impairments. The approach achieves the best results in a group led by a museum guide, but individual visitors and families can use it as well, with the proper support from the museum.","PeriodicalId":36535,"journal":{"name":"Journal of Visual Literacy","volume":"41 1","pages":"29 - 45"},"PeriodicalIF":0.0,"publicationDate":"2021-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46215214","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-25DOI: 10.1080/1051144X.2021.1994729
Clement Emeka Akpang
Abstract Writing about art is a complex task that differs considerably from other forms of writing because it requires detailed understanding and application of certain theoretical frameworks for visual analysis. This has proven to be a major challenge amongst university and college students in Nigeria who grapple with interpreting visuals into text. The objective of this research is to identify the factors that impede students’ writing abilities in art departments through literature review, then develop a conceptual guide to art appreciation and criticism for undergraduates and budding art critics. The research demonstrates that emphasis on the aesthetic philosophy of art and the predominant creative pedagogy used for art tutelage in Nigeria is responsible for the poor approach to art writing amongst students. To address this problem, a combination of three theoretical frameworks: Ekphrasis, Formal Analysis and Iconographic Analysis are used to develop a new five-step-system for art appreciation. Results show that the juxtaposition of analytical elements from Ekphrasis, Formal and Iconographic Analysis leads to the development of a simple but effective theoretical framework for writing about art which covers five key areas of description, analysis, context, meaning and judgement. Having tested this new framework with tremendous success, this research concludes that the application of this five-step-system will improve writing about art in tertiary institutions by acquainting students with the theoretical tools/lexicons to effectively analyse their own works and those of established artists.
关于艺术的写作是一项复杂的任务，与其他形式的写作有很大不同，因为它需要详细理解和应用某些理论框架来进行视觉分析。事实证明，这对尼日利亚的大学和大学生来说是一个重大挑战，他们努力将视觉效果转化为文字。本研究的目的是透过文献回顾，找出影响艺术系学生写作能力的因素，并为本科生和初出期的艺术评论家制定一份艺术欣赏与批评的概念指南。研究表明，强调艺术的美学哲学和主要的创造性教学法用于艺术辅导在尼日利亚是负责贫穷的方法，艺术写作在学生之间。为了解决这一问题，结合三个理论框架:Ekphrasis, Formal Analysis和Iconographic Analysis，开发了一个新的艺术欣赏五步系统。结果表明，Ekphrasis, Formal and Iconographic Analysis的分析元素并置导致了一个简单而有效的艺术写作理论框架的发展，该框架涵盖了描述，分析，上下文，意义和判断五个关键领域。在测试了这个新框架并取得了巨大的成功后，本研究得出结论，这个五步系统的应用将通过使学生熟悉理论工具/词汇来有效地分析他们自己的作品和那些知名艺术家的作品，从而改善高等院校的艺术写作。
{"title":"Analysing art and artworks: introducing new theoretical frameworks to address the problem of art appreciation and criticism in universities/colleges","authors":"Clement Emeka Akpang","doi":"10.1080/1051144X.2021.1994729","DOIUrl":"https://doi.org/10.1080/1051144X.2021.1994729","url":null,"abstract":"Abstract Writing about art is a complex task that differs considerably from other forms of writing because it requires detailed understanding and application of certain theoretical frameworks for visual analysis. This has proven to be a major challenge amongst university and college students in Nigeria who grapple with interpreting visuals into text. The objective of this research is to identify the factors that impede students’ writing abilities in art departments through literature review, then develop a conceptual guide to art appreciation and criticism for undergraduates and budding art critics. The research demonstrates that emphasis on the aesthetic philosophy of art and the predominant creative pedagogy used for art tutelage in Nigeria is responsible for the poor approach to art writing amongst students. To address this problem, a combination of three theoretical frameworks: Ekphrasis, Formal Analysis and Iconographic Analysis are used to develop a new five-step-system for art appreciation. Results show that the juxtaposition of analytical elements from Ekphrasis, Formal and Iconographic Analysis leads to the development of a simple but effective theoretical framework for writing about art which covers five key areas of description, analysis, context, meaning and judgement. Having tested this new framework with tremendous success, this research concludes that the application of this five-step-system will improve writing about art in tertiary institutions by acquainting students with the theoretical tools/lexicons to effectively analyse their own works and those of established artists.","PeriodicalId":36535,"journal":{"name":"Journal of Visual Literacy","volume":"41 1","pages":"1 - 13"},"PeriodicalIF":0.0,"publicationDate":"2021-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48203906","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-23DOI: 10.1080/1051144X.2021.1974776
D. Yerushalmi
Abstract Theatre is an image producer that is embedded with cultural practices of looking and critically involved in modes of looking. This case study offers an analysis of Out of a Doll’s House, a post-dramatic feminist performance. It demonstrates the manner in which visual dramaturgy exposes spectators to the process of performing an image as an action, and to the mechanism of constructing a theatrical image as a reflexive event. The analysis explores how visual post-dramatic dramaturgy allows participants to observe and experiment with gender as performance and with the visual as an event.
{"title":"The visual as an event: spect-acting gender in Out of a Doll’s House","authors":"D. Yerushalmi","doi":"10.1080/1051144X.2021.1974776","DOIUrl":"https://doi.org/10.1080/1051144X.2021.1974776","url":null,"abstract":"Abstract Theatre is an image producer that is embedded with cultural practices of looking and critically involved in modes of looking. This case study offers an analysis of Out of a Doll’s House, a post-dramatic feminist performance. It demonstrates the manner in which visual dramaturgy exposes spectators to the process of performing an image as an action, and to the mechanism of constructing a theatrical image as a reflexive event. The analysis explores how visual post-dramatic dramaturgy allows participants to observe and experiment with gender as performance and with the visual as an event.","PeriodicalId":36535,"journal":{"name":"Journal of Visual Literacy","volume":"40 1","pages":"250 - 257"},"PeriodicalIF":0.0,"publicationDate":"2021-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42810309","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-17DOI: 10.1080/1051144X.2021.1974773
Omri Herzog, Idan Yaron
Abstract This article offers a reading of visually and ethically disturbing images, published over the past two decades, that have earned far-reaching exposure: photographs of male and female soldiers grin as they observe horrific sights. In most cases, these images, uploaded to social media, sparked a heated international debate. Perhaps more than other visual elements in these photos, it was the female soldiers’ smiles against the backdrop of atrocities that gained a greater presence in the eye of the media storm that had ensued, earning far more attention than the smiles of the soldiers’ male counterparts. Indeed, this visual imagery directly indicates the construction of femininity and masculinity within militaristic-cultural contexts and dictates its own ideological perceptions and moral judgments. A reading of the smile’s meanings in this context raises issues connected to the anthropology of physical gestures and the theory of photography, as well as to current ideological-ethical issues. This article comprises three pivotal interpretations, and while each framework construes the meaning of the smile in its own way, gendered visual literacy underlies all of them. By using this case study in order to point to visual literacy’s seminal role in critical interpretation, we aim to demonstrate the cruciality of feminist visual literacy in a multi-dimensional analysis of visual imagery.
{"title":"Grinning at horrors: gender and visual triumphalism","authors":"Omri Herzog, Idan Yaron","doi":"10.1080/1051144X.2021.1974773","DOIUrl":"https://doi.org/10.1080/1051144X.2021.1974773","url":null,"abstract":"Abstract This article offers a reading of visually and ethically disturbing images, published over the past two decades, that have earned far-reaching exposure: photographs of male and female soldiers grin as they observe horrific sights. In most cases, these images, uploaded to social media, sparked a heated international debate. Perhaps more than other visual elements in these photos, it was the female soldiers’ smiles against the backdrop of atrocities that gained a greater presence in the eye of the media storm that had ensued, earning far more attention than the smiles of the soldiers’ male counterparts. Indeed, this visual imagery directly indicates the construction of femininity and masculinity within militaristic-cultural contexts and dictates its own ideological perceptions and moral judgments. A reading of the smile’s meanings in this context raises issues connected to the anthropology of physical gestures and the theory of photography, as well as to current ideological-ethical issues. This article comprises three pivotal interpretations, and while each framework construes the meaning of the smile in its own way, gendered visual literacy underlies all of them. By using this case study in order to point to visual literacy’s seminal role in critical interpretation, we aim to demonstrate the cruciality of feminist visual literacy in a multi-dimensional analysis of visual imagery.","PeriodicalId":36535,"journal":{"name":"Journal of Visual Literacy","volume":"40 1","pages":"196 - 214"},"PeriodicalIF":0.0,"publicationDate":"2021-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41390553","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-15DOI: 10.1080/1051144x.2021.1974771
Ya’ara Gil-Glazer
This case study discusses a personal-political process of formulating gender identity in heteronormalized academic spaces through photography and film. This process, by a former high school art student, presently an undergraduate film student in Israel, reflects interfaces between critical visual literacy and critical emancipatory pedagogy. In analyzing this process, Bell hooks’ concept of the oppositional gaze is expanded and applied to examine the artworks and their public presentation as a site of resistance for LGBTQs in heteronormative academic spaces, in the context of the Israeli myth of masculinity.
{"title":"‘Manly’ and effeminate, wretched and whole: formulating gender identity through stills and film","authors":"Ya’ara Gil-Glazer","doi":"10.1080/1051144x.2021.1974771","DOIUrl":"https://doi.org/10.1080/1051144x.2021.1974771","url":null,"abstract":"This case study discusses a personal-political process of formulating gender identity in heteronormalized academic spaces through photography and film. This process, by a former high school art student, presently an undergraduate film student in Israel, reflects interfaces between critical visual literacy and critical emancipatory pedagogy. In analyzing this process, Bell hooks’ concept of the oppositional gaze is expanded and applied to examine the artworks and their public presentation as a site of resistance for LGBTQs in heteronormative academic spaces, in the context of the Israeli myth of masculinity.","PeriodicalId":36535,"journal":{"name":"Journal of Visual Literacy","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46335144","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-15DOI: 10.1080/1051144X.2021.1974770
Grit Alter, N. Köffler
Abstract Let boys explain the world to girls who do not know - Visual representations of gender and diversity in Austrian primary textbooks and implications for diversity-sensitive education Textbooks do not only offer information on specific topics and delineate competence development but provide insights into a society’s socio-cultural norms and values by means of representations . In particular, this refers to the diversity with which classrooms, groups of friends and families are depicted in textbooks. The contribution at hand presents a critical analysis of current Austrian textbooks for the subjects German, Science, Maths and English as a Foreign Language used in primary education. Our analysis reveals a strong tendency towards the depiction of able, white and male protagonists as the norm, presenting an ideology of power from which they explain the world. Female characters are mainly reduced to the activities of wondering, listening to their male counterparts and following their lead. While there are few exceptions, further identities such as Black, Indigenous and People of Colour (BIPoC) or people with physical and/or mental varieties can hardly be found. Applying a qualitative and quantitative content analysis, this study not only considered a numerical diversity in terms of gender, BIPoC and physical and/or mental variety but also investigated the agency of respective characters. Thus, disempowerment amplifies when identity markers intersect.
{"title":"Let boys explain the world to girls who do not know - visual representations of gender and diversity in Austrian primary textbooks and implications for diversity-sensitive education","authors":"Grit Alter, N. Köffler","doi":"10.1080/1051144X.2021.1974770","DOIUrl":"https://doi.org/10.1080/1051144X.2021.1974770","url":null,"abstract":"Abstract Let boys explain the world to girls who do not know - Visual representations of gender and diversity in Austrian primary textbooks and implications for diversity-sensitive education Textbooks do not only offer information on specific topics and delineate competence development but provide insights into a society’s socio-cultural norms and values by means of representations . In particular, this refers to the diversity with which classrooms, groups of friends and families are depicted in textbooks. The contribution at hand presents a critical analysis of current Austrian textbooks for the subjects German, Science, Maths and English as a Foreign Language used in primary education. Our analysis reveals a strong tendency towards the depiction of able, white and male protagonists as the norm, presenting an ideology of power from which they explain the world. Female characters are mainly reduced to the activities of wondering, listening to their male counterparts and following their lead. While there are few exceptions, further identities such as Black, Indigenous and People of Colour (BIPoC) or people with physical and/or mental varieties can hardly be found. Applying a qualitative and quantitative content analysis, this study not only considered a numerical diversity in terms of gender, BIPoC and physical and/or mental variety but also investigated the agency of respective characters. Thus, disempowerment amplifies when identity markers intersect.","PeriodicalId":36535,"journal":{"name":"Journal of Visual Literacy","volume":"40 1","pages":"149 - 169"},"PeriodicalIF":0.0,"publicationDate":"2021-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44445272","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-13DOI: 10.1080/1051144X.2021.1974772
Edna Barromi-Perlman, Tal Dekel, Dorit Barchana-Lorand
{"title":"Gender and visual literacy: towards gender-sensitive readings","authors":"Edna Barromi-Perlman, Tal Dekel, Dorit Barchana-Lorand","doi":"10.1080/1051144X.2021.1974772","DOIUrl":"https://doi.org/10.1080/1051144X.2021.1974772","url":null,"abstract":"","PeriodicalId":36535,"journal":{"name":"Journal of Visual Literacy","volume":"40 1","pages":"145 - 148"},"PeriodicalIF":0.0,"publicationDate":"2021-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47376104","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-11DOI: 10.1080/1051144X.2021.1974774
Fenella Kennedy
Abstract Queer media is a vital tool for building empathetic and much needed relationships across communities of multiple sex and gender identities. In this article I use visual analysis to illustrate how the children’s TV series Steven Universe, and specifically the character design of Stevonnie, elucidate non-binary identity and humanity. Stevonnie emerges from a queer-analogous process called ‘fusion’—specifically the fusion of a cis-male, part alien boy and his cis-female human best friend, producing a non-binary identity from the fact of their internal multiplicity. Through Stevonnie’s character design, their introduction, their relationships, and their interaction with sexing and sexuality, the series offers young viewers an expanded understanding of the body’s potential—to differentiate sex and gender, and to consider sex and gender as multiple within the same individual human existence. Series creator Rebecca Sugar used visual strategies as an important tool for communicating complex emotional concepts without provoking censorship, and to give Stevonnie a rich and empathetic appeal that moves beyond oppressive stereotyping of non-binary identities.
{"title":"Change your mind: Stevonnie’s new body schema and queer literacies in Steven Universe","authors":"Fenella Kennedy","doi":"10.1080/1051144X.2021.1974774","DOIUrl":"https://doi.org/10.1080/1051144X.2021.1974774","url":null,"abstract":"Abstract Queer media is a vital tool for building empathetic and much needed relationships across communities of multiple sex and gender identities. In this article I use visual analysis to illustrate how the children’s TV series Steven Universe, and specifically the character design of Stevonnie, elucidate non-binary identity and humanity. Stevonnie emerges from a queer-analogous process called ‘fusion’—specifically the fusion of a cis-male, part alien boy and his cis-female human best friend, producing a non-binary identity from the fact of their internal multiplicity. Through Stevonnie’s character design, their introduction, their relationships, and their interaction with sexing and sexuality, the series offers young viewers an expanded understanding of the body’s potential—to differentiate sex and gender, and to consider sex and gender as multiple within the same individual human existence. Series creator Rebecca Sugar used visual strategies as an important tool for communicating complex emotional concepts without provoking censorship, and to give Stevonnie a rich and empathetic appeal that moves beyond oppressive stereotyping of non-binary identities.","PeriodicalId":36535,"journal":{"name":"Journal of Visual Literacy","volume":"40 1","pages":"233 - 249"},"PeriodicalIF":0.0,"publicationDate":"2021-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46662364","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-11DOI: 10.1080/1051144X.2021.1974775
S. Kumari
Abstract Technology mediated communication has promulgated the usage of widespread images on social media under the guise of generating humour/irony. On the one hand, these handles are being utilized to voice stimulating issues; on the other, they can be held accountable for perpetrating distressing conditions for girls/women who face hostile rhetoric at work against them. Mansplaining, anti-feminist and off the mark comments filtered through memes are common and become carriers of mishandled social, cultural, racial and political tropes. The proposed paper attempts to critique visual misrepresentation and misreadings of tropes/messages channelized through memes on social media, alongside the study the scope of visual literacy at the intersections of feminist media studies. This can lead to a more nuanced understanding of meme culture as spaces for dominance and counter narratives of misogyny. The paper draws on theories and conceptual frameworks developed in the field of cultural studies, visual studies, communication studies and offers an interconnected critique of the subject.
{"title":"Meme culture and social media as gendered spaces of dissent and dominance","authors":"S. Kumari","doi":"10.1080/1051144X.2021.1974775","DOIUrl":"https://doi.org/10.1080/1051144X.2021.1974775","url":null,"abstract":"Abstract Technology mediated communication has promulgated the usage of widespread images on social media under the guise of generating humour/irony. On the one hand, these handles are being utilized to voice stimulating issues; on the other, they can be held accountable for perpetrating distressing conditions for girls/women who face hostile rhetoric at work against them. Mansplaining, anti-feminist and off the mark comments filtered through memes are common and become carriers of mishandled social, cultural, racial and political tropes. The proposed paper attempts to critique visual misrepresentation and misreadings of tropes/messages channelized through memes on social media, alongside the study the scope of visual literacy at the intersections of feminist media studies. This can lead to a more nuanced understanding of meme culture as spaces for dominance and counter narratives of misogyny. The paper draws on theories and conceptual frameworks developed in the field of cultural studies, visual studies, communication studies and offers an interconnected critique of the subject.","PeriodicalId":36535,"journal":{"name":"Journal of Visual Literacy","volume":"40 1","pages":"215 - 232"},"PeriodicalIF":0.0,"publicationDate":"2021-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49363605","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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