Learning to listen: epistemic injustice and gothic film in dementia care education

Nicole Matthews*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

7 Citations (Scopus)


Listening is a critical and under-theorized dimension to struggles against injustice and marginalization. In the wake of critiques from the disability movement of the pre-eminence of expert medical voices, educating professionals to listen to health service users has become particularly critical. The utterances of people with dementia have frequently been subject to, in Miranda Fricker’s terms, “testimonial injustice”: that is, seen as irrational, unreliable, and not to be believed. This article will examine the way in which the generic conventions of the gothic, more specifically what Mary Ann Doane has described as “the paranoid women’s film,” are used in a short film, Darkness in the Afternoon, widely screened in dementia care education in the UK and internationally. Drawing on interviews with dementia care trainers, analysis of training materials, and the film itself, this article proposes that gender and genre is used in this film as a strategy to reorient the listening and affective practices and testimonial sensibilities of health and aged care workers.

Original languageEnglish
Pages (from-to)1078-1092
Number of pages15
JournalFeminist Media Studies
Issue number6
Publication statusPublished - 1 Nov 2016


  • Dementia
  • disability
  • education
  • film
  • gothic
  • listening


Dive into the research topics of 'Learning to listen: epistemic injustice and gothic film in dementia care education'. Together they form a unique fingerprint.

Cite this