Abstract:This article reports on a study that investigated Norwegian upper secondary pupils’ visual stereotypes, as well as their awareness of and willingness to challenge these stereotypes before and after participating in an educational intervention. In the intervention, critical visual literacy was introduced as one approach to teaching about culture in English foreign language (EFL) teaching. Over the course of 16 weeks, the pupils were engaged in tasks that required them to reflect on visual stereotypes embedded i… Show more
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