Teaching Consent Using Critical Media Literacy Education

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Abstract

Sexual violence is a global phenomenon needing sustainable interventions. This paper argues that teaching comprehensive, “affirmative” consent education using critical media literacy pedagogies has great potential to reduce rates of sexual and interpersonal violence. The paper provides scholarly rationales for such arguments that align with key goals of consent education, critical media literacy education. Although the suggestive pedagogy fits best with the 2015 Ontario Health and Physical Education curriculum, the rationales for bridging consent education and critical media literacy apply transnationally. A scaffolding of pedagogies from media literacy and affirmative consent education encourage students and educators to move from critical analysis of media to creative digital production. These are key to transformative learning about consent, within and beyond the classroom.

Authors

• Emily Alanna Moorhouse, University of Toronto

• Hayley Brooks, University of Toronto