The increasing prevalence of body dissatisfaction among young people is now well recognised with much of the existing literature making connections between media imagery and body dissatisfaction. Media literacy-based interventions continue to be rolled out in schools across the global north in an attempt to prevent body dissatisfaction. However, the pervasiveness of digital media in young people’s lives has prompted questions about the adequacy of current theories of media literacy and associated school-based interventions. We explore how feminist theories focused on the affective, material and more-than-human offer different insights into new digital configurations of agency and mediated learning. We reflect on this potential through analysing empirical data from a study involving arts-based workshops in two schools in the South West of England. Our focus on affect and agency as relational and entangled has important implications for theory and practice in school-based body image programmes and media literacy approaches.

现在，许多现有文献都将媒体形象与身体不满意联系起来，现在年轻人对身体不满意的日益流行已得到广泛认可。以媒体素养为基础的干预措施继续在全球北部的学校推出，以防止身体不满。然而，数字媒体在年轻人生活中的普及引发了人们对当前媒体素养理论和相关学校干预措施的充分性的质疑。我们探索专注于情感、物质和超人类的女权主义理论如何为代理和中介学习的新数字配置提供不同的见解。我们通过分析来自英格兰西南部两所学校以艺术为基础的研讨会的研究的实证数据来反思这种潜力。