Literaturnachweis - Detailanzeige
| Autor/in | Scholes, Laura |
|---|---|
| Titel | Recognition of Boys as Readers through a Social Justice Lens |
| Quelle | In: British Journal of Sociology of Education, 41 (2020) 7, S.975-991 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Scholes, Laura) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0142-5692 |
| DOI | 10.1080/01425692.2020.1802227 |
| Schlagwörter | Males; Social Justice; Reading Instruction; Identification (Psychology); Foreign Countries; Student Experience; Gender Issues; Working Class; Elementary School Students; Recognition (Psychology); Educational Policy; Reading Skills; Student Attitudes; Reading Material Selection; Australia |
| Abstract | This paper considers whether societal changes are making space for some working-class boys to go against the grain and foster positive reader identities. Drawing on interviews with 30 Australian boys about their experiences at school, Nancy Fraser's social justice framework is used to explore their parity of participation as readers. Responses raise questions about the need for recognition of boys as readers across demographics and more equitable redistribution of reading resources to the most economically marginalised educational contexts. Boys' narratives also challenge homogeneous images of boy/girl reading preferences that are often represented in literacy policies. The article explores nuances in how working-class boys conceive of themselves as readers within their local communities amidst global shifts in the post-industrial era. It also positions Fraser's social justice framework as a transferable lens for situated analysis that educators interested in enhancing parity of participation for marginalised students can draw upon. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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