Swimming against the Tide: Boys, Literacies, and Schooling--An Australian Story

Autor/in	Alloway, Nola
Titel	Swimming against the Tide: Boys, Literacies, and Schooling--An Australian Story
Quelle	In: Canadian Journal of Education, 30 (2007) 2, S.582-605 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0380-2361
Schlagwörter	Foreign Countries; Males; Gender Issues; Literacy; Agenda Setting; Public Opinion; Controversial Issues (Course Content); Masculinity; Public Policy; Educational Assessment; Educational Indicators; Debate; Australia + Suchen Sie Ihr Suchwort? Ausland; Male; Männliches Geschlecht; Geschlechterfrage; Alphabetisierung; Schreib- und Lesefähigkeit; Öffentliche Meinung; Controversial issues; Kontroverse; Männlichkeit; Öffentliche Ordnung; Education; assessment; Bewertungssystem; Educational indicato; Bildungsindikator; Debating; Streitgespräch; Australien
Abstract	This article focuses on issues related to boys, literacies, and schooling as played out in the Australian context. It reflects on the swathe of populist discourse centring on boys, and on literacy, that drives a potentially divisive education agenda. In providing more nuanced analyses of the debates surrounding the disputed territory of boys, literacies, and schooling, the article offers examples of disaggregated literacy test data to demonstrate the importance of adopting a "which boys" and "which girls" approach to the issues. The article also provides brief coverage of the Success for Boys program, introduced in Australia in 2006, that encourages teachers to swim against the tide of populism by embracing the agenda in all of its complexity. (Contains 2 figures and 2 notes.) (Author).
Anmerkungen	Canadian Society for the Study of Education (CSSE). 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: csse-scee@csse.ca; Web site: http://www.csse.ca/CJE/General.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10