Disrupting the 'Boys Don't Read' Discourse: Primary School Boys Who "Love" Reading Fiction

Autor/inn/en	Scholes, Laura; Spina, Nerida; Comber, Barbara
Titel	Disrupting the 'Boys Don't Read' Discourse: Primary School Boys Who "Love" Reading Fiction
Quelle	In: British Educational Research Journal, 47 (2021) 1, S.163-180 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Scholes, Laura) ORCID (Spina, Nerida) ORCID (Comber, Barbara)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-1926
DOI	10.1002/berj.3685
Schlagwörter	Males; Elementary School Students; Reading Habits; Reading Material Selection; Grade 3; Foreign Countries; Student Attitudes; Reading Attitudes; United Kingdom + Suchen Sie Ihr Suchwort? Male; Männliches Geschlecht; Reading habit; Lesegewohnheit; School year 03; 3. Schuljahr; Schuljahr 03; Ausland; Schülerverhalten; Reading behavior; Rading behaviour; Leseverhalten; Großbritannien
Abstract	This article disrupts dominant discourses around boys and reading that often homogenise young males as reluctant, disengaged and, at times, adversarial readers. Rather than essentialising boys, we argue there is a need for a more sophisticated knowledge base about the influences, constraints and diverse experiences of boys as readers in society today. Drawing on interviews (n = 30) with Year 4 (8 to 9-year-old) boys at six schools, we consider their personal recounts of their enjoyment in reading, their preferred reading choices and narratives related to their experiences as readers at school. Analysis highlights boys' emerging reading interests, sophisticated and specific reading preferences, and changes in reading identities over time. Boys' preferences for particular fiction authors, novel series and genres dispute the common assumption in educational contexts that boys prefer to engage with non-fiction books. This finding is significant, as negative gendered stereotypes can impact on boys' reading self-concepts. It is also critical given Jerrim and Moss's recent research highlighting the importance of fiction in the development of reading skills. We consider implications for pedagogical practices that broaden reading experiences for the diversity of emerging masculine reading identities in nations such as Australia, where there is an absence of reading for pleasure in education policies. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01