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Online Misogyny In The News

This lesson explores the world of online misogyny influencers like Andrew Tate and encourages critical thinking around gender.

Learning intentions:

  • Understand what online misogyny is 
  • Recognise that online misogyny impacts different people and people of different identities in many ways
  • Explore what can be done about online misogyny

Digital Educator: Charlie

  • 12-30 learners

    Class size

  • 7+

    Year Level

  • 40-60 minutes

    Course duration

  • Two

    Student Handouts

    Preparing for the lesson

    Information
    Resources

    ACHPE Objectives

    UNESCO Objectives

    Safety & Wellbeing

    Sequence
    Extension

    In this Online Misogyny In The News lesson, students will be introduced to the concepts of misogyny and misogyny influencers.

    They will consider their own views on a set of statements and how they would respond to online harm through an action continuum. The class will then work together to explore a range of news headlines and the impacts of misogyny influencers.

    Students will again engage in an opinion continuum, taking on the perspective of a character to deepen understanding of intersectionality and demonstrate and share their opinions. Students will complete the lesson in small groups, critiquing and ranking a range of proposed solutions, before sharing their rationale with the large group.


    Each lesson ends with a consolidation activity, inviting students to list 1 thing they have learnt from the lesson, 1 thing they already knew, 1 piece of advice they would share with a friend, and 1 adult or organisation that would be helpful in relation to the lesson topic.        

    Facilitator Printouts

    Before proceeding with this lesson you should familiarise yourself with the document below. Regardless of which influencer is currently spreading online misogyny this resource will provide you with a framework for ensuring young men in particular feel heard and validated while still challenging radicalisation.

    Student Printouts

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    Additional Student Resources

    Sexism: See it. Name it. Stop it. 
    AC9HP8P04: Examine the roles of respect, empathy, power and coercion in developing respectful relationships.
    • Examining what constitutes disrespectful, harmful or violent behaviour within peer, family and intimate relationships.


    AC9HP8P09:     Investigate how media and influential people impact attitudes, beliefs, decisions and behaviours in relation to health, safety, relationships and wellbeing. 
    • Analysing how messages related to sexual relationships are portrayed in different forms of media and how they may influence the way people act in relationships.
    3. Understanding Gender
    3.1 The Social Construction of Gender and Gender Norms
    • Key idea: Gender roles and gender norms influence people’s lives.


    3.2 Gender Equality, Stereotypes and Bias

    Key idea: Gender stereotypes and bias impact how men, women, and people of diverse sexual orientation and gender identity are treated and the choices they can make.

    3.3 Gender-Based Violence
    • Key idea: All forms of GBV by adults, young people and people in positions of authority are a violation of human rights.
    • Many boys start being radicalised in this age group. Online Misogyny Influencers cleverly plant enough truth or support in their rhetoric to appeal to boys. This is especially true for young men and boys who are already feeling vulnerable, struggling with masculinity, lack male role models, or are engaging with pornography. The approach for challenging radicalisation is to create space for these young men to share their ideas and concerns and to acknowledge their difficulties.  
    • Monitor the emotions in the room from all sides. We have purposely chosen not to name Andrew Tate in this lesson to minimise any rapid escalations of defensiveness or anger.
    • • It can be helpful to have a male identifying teacher lead this lesson, or to follow it up with a deeper exploration of the important contribution men with diverse masculinities make, such as this article from Grazia.
    1. Students could create their own cards with actions/solutions for the class to discuss.
    2. Build students’ confidence in comparing perspectives within a news story or non-fiction book, particularly where there are highly gendered themes. 
    3. 1. Students could devise their own actions or debate how they would like their school to discuss online Misogyny influencers?

    Ideally, you will have scope to deliver all of the lessons in your program. However we understand that many schools have limited capacity to do so. Should you find yourself having to implement part of this program, we have provided a suggested sequence of lessons within the broader skills and knowledge categories of relationship, consent, gender, and cybersafety. We recommend delivering at least one lesson from each category.

    1. Group Agreements & Pod Mapping should be the first lesson as per best practice.
    2. Puberty & Reproduction: A Refresher should be delivered early in the program to ensure students have an understanding of the physical, emotional, and social changes of puberty including menstruation and sperm production.
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