'Fitting In' and 'Standing Out': The Peer Group and Young People's Development of Reader Identity

Autor/in	Sellers, Chelsea
Titel	'Fitting In' and 'Standing Out': The Peer Group and Young People's Development of Reader Identity
Quelle	In: British Journal of Sociology of Education, 40 (2019) 7, S.938-952 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sellers, Chelsea)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
DOI	10.1080/01425692.2019.1622407
Schlagwörter	Self Concept; Peer Groups; Role; Reading Skills; Cultural Influences; Social Influences; Cultural Capital; Educational Policy; Critical Literacy; Foreign Countries; Student Characteristics; Secondary School Students; Student Attitudes; Reading Attitudes; Books; United Kingdom (England) + Suchen Sie Ihr Suchwort? Selbstkonzept; Gleichaltrigengruppe; Peer Group; Rollen; Reading skill; Lesefertigkeit; Cultural influence; Kultureinfluss; Sozialer Einfluss; Politics of education; Bildungspolitik; Kritisches Lesen; Ausland; Sekundarschüler; Schülerverhalten; Reading behavior; Rading behaviour; Leseverhalten; Book; Buch; Monographie; Monografie
Abstract	The benefits of reading for pleasure and positive reader identities have been well established in previous research. However, much discussion regarding young people's reading is underpinned by a discourse of deficit, placing emphasis on what young people should be reading. In an attempt to move away from this discourse, this article considers reading in the context of young people's broader social and cultural worlds, exploring the role of the peer group in young people's development of a reader identity. The article argues that the reading practices young people engage in are part of their broader social and cultural participation and, consequently, part of a broader project of identity formation. By highlighting the complexity of young people's development of a reader identity and the meaning ascribed to specific reading practices, the findings challenge deficit models of young people's reading lives, which underpin attempts to redistribute cultural capital through educational and cultural policy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01