ABSTRACT
This chapter presents the theoretical and methodological approach that inspired the design of the educational materials and discusses the major results of the action research focusing in particular on students' reactions to and making sense of the classroom experiences. According to, CML focuses on ideology critique and on the analysis of the politics of representation of crucial dimensions of gender, race, class and sexuality; it incorporates alternative media production and entails expanding textual analysis to include issues of social context, control, and pleasure. Since critical approaches to media literacy education aim not only at enabling young people's critical understanding of media but also at encouraging their participation as media producers in their own right, each of the five module includes both media analysis and production. A negative evaluation on how this same activity contributed to students' critical reading of gender stereotyping arose instead in two groups in France.
