Making Boys at Home in School? Theorising and Researching Literacy (Dis)Connections

Autor/inn/en	Nichols, Susan; Cormack, Phil
Titel	Making Boys at Home in School? Theorising and Researching Literacy (Dis)Connections
Quelle	In: English in Australia, 44 (2009) 3, S.47-59 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0155-2147
Schlagwörter	Family Influence; Foreign Countries; Males; Gender Differences; Low Achievement; Achievement Gap; Literacy; Family Environment; Peer Influence; Cultural Influences; Reading Attitudes; Reading Habits; Reading Skills; Socioeconomic Influences; Teacher Attitudes; Parent Attitudes; Student Attitudes; Action Research; Student Interests; Leisure Time; Behavior Problems; Student Motivation; Australia; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Male; Männliches Geschlecht; Geschlechterkonflikt; Unterdurchschnittliche Leistung; Alphabetisierung; Schreib- und Lesefähigkeit; Familienmilieu; Cultural influence; Kultureinfluss; Reading behavior; Rading behaviour; Leseverhalten; Reading habit; Lesegewohnheit; Reading skill; Lesefertigkeit; Sozioökonomischer Faktor; Lehrerverhalten; Elternverhalten; Schülerverhalten; Projektforschung; Studieninteresse; Freizeit; Schulische Motivation; Australien; Großbritannien
Abstract	The relationship between home and school is often raised in public discussion about boys' education as an aspect of boys' overall lower achievement in school, and particularly in literacy, relative to girls. A critical review of two influential Australian and one UK government commissioned reports into boys' education sets the scene for our analysis in this paper. Analysing these reports, we demonstrate that their conclusions are drawn on the basis of minimal research engagement with students' out of school lives, relying instead on extrapolation from boys' orientations to school activities. We then examine conceptual resources developed by researchers taking a socio-cultural lens to relationships between students' in- and out- of school lives. We describe how we have drawn on these resources in designing and implementing a research project in collaboration with teachers in six schools in South Australia In this paper, we report how, given the constraints of a mostly school-based project, we nevertheless were able to generate significant knowledge about students' encounters with literacy practices outside the formal classroom. What we learned as a result of our analysis of multiple data sets raises questions about the models which construct conflicting relationships between in and out of school learning, and how these models map onto gender. At the same time, we show how resourcing teachers to generate knowledge about boys' out-of-school literacies produced some pedagogical changes which benefited the "boys of concern" and all students. (Contains 7 figures, 4 tables and 1 note.) (As Provided).
Anmerkungen	Australian Association for the Teaching of English. English House, 416 Magill Road, Kensington Gardens, SA 5068 Australia. Tel: +61-8-8332-2845; Fax: +61-8-8333-0394; e-mail: aate@aate.org.au; Web site: http://www.aate.org.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10