The educational potential of video games in the deconstruction of hegemonic masculinity through the VIGLIAM method(Video Games Literacy From Alternative Masculinities)

  1. Laura Triviño Cabrera
  2. Alejandro Muñoz-Guerado
  3. Asunción Bernárdez-Rodal
Journal:
Profesorado: Revista de curriculum y formación del profesorado

ISSN: 1989-6395,  1138-414X

Year of publication: 2021

Volume: 25

Issue: 1

Pages: 339-355

Type: Article

DOI: 10.30827/PROFESORADO.V25I1.8602 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Profesorado: Revista de curriculum y formación del profesorado

Sustainable development goals

Abstract

Generally, male video game characters represent a hegemonic masculinity based on a patriarchal system that shows as a protagonist and dominant a white, western, heterosexual, wealthy male, disabled man and anti-ecologist. Videogames are one of the most consumed entertainment industry products worldwide. For students, video games are spaces where to find their masculine identity. Therefore, education must include video games. Video games are used as an educational resource for the improvement of the teaching-learning process of students. However, the aim of this study is to propose a didactic method untitled VIGLIAM (acronym for Video Games Literacy from Alternative Masculinities). From this method, firstly, students deconstruct critically the hegemonic masculinity of the characters in video games. Secondly, students build critically and creatively alternative masculinities that promote a fairer and more equal society. From this way, students develop empowering and empathetic skills from categories as gender, race, class, sexual orientation, body and nature. In short, this research is part of masculinities studies in the area of education and it is fundamental in the light of the emergence of posmachism that arises given the possibility of the loss of male privilege

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