معرفی
Dr. Charles Forceville is an Associate Professor in the Department of Media Studies at the Faculty of Humanities, University of Amsterdam. His academic career spans over three decades with significant contributions to visual and multimodal communication studies. Previously, he served as Head of MA programmes Media Studies (2016-2018) and taught at Amsterdam University College (2008-2021).
Forceville's research focuses on visual and multimodal metaphor, cognitive linguistics, relevance theory, and visual rhetoric across diverse media including political cartoons, advertising, children's picture books, documentaries, and animation. His landmark publications include Visual and Multimodal Communication: Applying the Relevance Principle (Oxford University Press, 2020) and Multimodal Metaphor (Mouton de Gruyter, 2009). His recent work examines metaphor in Stand Up 2 Cancer animations, political cartoons, medical animations, and Chinese-American trade conflict representations.
His research demonstrates how visual and multimodal metaphors function across cultural contexts, with particular attention to the JOURNEY metaphor schema and its applications in film, animation, and comics. Forceville's methodological approach combines cognitive linguistics with relevance theory to analyze how meaning is constructed visually and multimodally.
Among his notable contributions is the development of frameworks for identifying and interpreting visual metaphors where traditional linguistic analysis falls short. His work on pictorial runes (emotion lines in comics), visual argumentation in documentaries, and cultural variations in metaphor representation has significantly advanced the field of multimodal communication studies.
Forceville has taught courses on Pictorial & Multimodal Metaphor, Tutorial on Multimodality & Cognition, History & Theory of Documentary Film, and Film Analysis. His extensive publication record of over 170 scholarly works reflects his leadership in establishing multimodal metaphor studies as a rigorous academic discipline.
