Teaching Equality with Barbarella: a Teaching Scenario for the FLE Classroom
Abstract
In essence, teaching content itself is not inherently gendered, yet it can become discriminatory if it is reconstructed or programmed as such, in correlation with societal practices. At university settings, particularly within French language and culture courses, texts predominantly authored by men often depict gender in stereotypical ways. It is, therefore, crucial for educators to become cognizant of how teaching materials are constructed and to assess their impact on learners' futures. Our study seeks to establish a groundwork for examining the portrayal of gender stereotypes and counter-stereotypes. To achieve this, we propose a scenario designed to offer strategies for utilizing comics in education, aiming to foster critical engagement with gender stereotypes.
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