The reading engagement of KS3 boys : an investigation into gender sensitive approaches to reading in two independent boys schools
This work begins from an overview of the research concerning boys' academic underachievement particularly in the subject area of English and the activity of reading, the potential consequences of boys' underachievement, and the various solutions offered to close the gender gap and their potential usefulness. The central concentration is on ways to move forward the debate regarding boys' potential lack of engagement with literacy (in particular, reading), in order to create positive outcomes for male readers. J adopt throughout the conceptual position of considering literacy to be a social practice. This is combined with insights taken from post-Vygotskyan work on classrooms as centres of enquiry, together with an understanding of the literature surrounding multiple masculinities, in order to consider how best to make reading a 'safe' and pleasurable practice for boys to engage and to achieve in. The thesis reports investigations in two independent boys' schools, distinctive sites where gender issues can potentially be considered in a more isolated manner than in schools where class or ethnicity are the over-riding factors affecting pupil development and achievement. These include a questionnaire survey of
Rawstorne, Louise
The reading engagement of KS3 boys : an investigation into gender sensitive approaches to reading in two independent boys schools. This work begins from an overview of the research concerning boys' academic underachievement particularly in the subject area of English and the activity of reading, the potential consequences of boys' underachievement, and the various solutions offered to close the gender gap and their potential usefulness. The central concentration is on ways to move forward the debate regarding boys' potential lack of engagement with literacy (in particular, reading), in order to create positive outcomes for male readers. J adopt throughout the conceptual position of considering literacy to be a social practice. This is combined with insights taken from post-Vygotskyan work on classrooms as centres of enquiry, together with an understanding of the literature surrounding multiple masculinities, in order to consider how best to make reading a 'safe' and pleasurable practice for boys to engage and to achieve in. The thesis reports investigations in two independent boys' schools, distinctive sites where gender issues can potentially be considered in a more isolated manner than in schools where class or ethnicity are the over-riding factors affecting pupil development and achievement. These include a questionnaire survey of
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