A boy who would rather write poetry than throw rocks at cats is also considered to be wanting in masculinity: poetry, masculinity, and baiting boys

Greig, Christopher; Hughes, Janette

doi:10.1080/01596300802643124

Cited by 10 publications

(12 citation statements)

References 23 publications

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“…Their accounts also call into question some of the pedagogical approaches adopted around boys' reading (e.g. presumed non-fiction interests related to sports, war and world records) (Greig & Hughes, 2009).…”

Section: Discussionmentioning

confidence: 99%

“…This article challenges the deficit discourse around boys and reading (e.g. Whitmire, 2010) and builds on past studies illustrating the need to move beyond narrow boundaries around sanctioned 'boys' stuff' and using hyper-masculine non-fiction 'boy baits' in schools (Connell, 1989;Alloway et al, 2002;Dutro, 2003;Martino & Kehler, 2007;Greig & Hughes, 2009). Given recent findings related to the 'fiction effect' (Jerrim & Moss, 2019;Jerrim et al, 2020) and young people's academic achievement, we explore a group of primary school boys' reading interests and the diverse experiences of these boys as readers in contemporary society.…”

mentioning

confidence: 87%

“…In expanding and supporting boys' reading identities in primary classrooms, teachers are well positioned to identify and challenge constraining practices (Scholes, 2018b) that may be limiting, particularly when entangled with reading for pleasure. However, many teachers, constrained by performative agendas (Comber, 2012(Comber, , 2013 and lack of knowledge of children's literature (National Literacy Trust, 2012;Cremin et al, 2014), draw upon ingrained stereotypical beliefs (Retelsdorf et al, 2015) and narrow reading experiences for boys in the classroom (Martino & Kehler, 2007;Greig & Hughes, 2009;Scholes, 2020).…”

Section: Normative Views About Boys and Readingmentioning

confidence: 99%

“…Some teachers subsequently assume gendered stereotypical beliefs about boys and reading that can have negative effects on boys' self-concept as readers (Retelsdorf et al, 2015). In addition, normative conceptions frame boys as predominantly consumers of non-fiction-as averse to fiction-potentially reinscribing narrow cultural norms in classrooms and limiting opportunities for authentic engagement and sustained reading (Martino & Kehler, 2007;Greig & Hughes, 2009). While schools increasingly encourage book choice, literature circles and book clubs, too few teachers have knowledge of contemporary children's literature and the range of texts to suit and engage the diverse profiles of the young people they teach (Cremin et al, 2009;National Literacy Trust, 2012).…”

mentioning

confidence: 99%

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Disrupting the 'boys don't read' discourse: Primary school boys wholovereading fiction

Scholes

Spina

Comber

2020

British Educational Res J

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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.

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Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 87%

Section: Normative Views About Boys and Readingmentioning

confidence: 99%

mentioning

confidence: 99%

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Disrupting the 'boys don't read' discourse: Primary school boys wholovereading fiction

Scholes

Spina

Comber

2020

British Educational Res J

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“…Such “boy‐friendly” (Martino, 2008b) interventions based on this essentialist construction of masculinity have been deployed in Australian and UK schools for at least the last 15 years but these have failed to make any impact on the gender gap (DEEWR, 2010; Gorard & Smith, 2004; Martino & Kehler, 2007). Furthermore, not only have these “boy‐bait” (Greig & Hughes, 2009) strategies failed to eliminate the gender gap in literacy achievement but, as Lingard et al. (2009) have argued, “boy‐friendly” approaches let boys down by failing to stretch and challenge them intellectually whilst simultaneously exacerbating existing gender stereotypes.…”

Section: Key Factors In the Literature On Boys Literacy And Masculinmentioning

confidence: 99%

Successful Boys and Literacy: Are “Literate Boys” Challenging or Repackaging Hegemonic Masculinity?

Skelton

Francis

2011

Curriculum Inquiry

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The National Assessment of Educational Progress statistics show that boys are underachieving in literacy compared to girls. Attempts to redress the problem in various Global North countries and particularly Australia and the United Kingdom have failed to make any impact. However, there are boys who are doing well in literacy. The aim of this article is to explore how high-status constructions of masculinity are maintained alongside "successfully literate" identities. Using existing studies of successfully literate boys and data collected from an investigation into high achievers and popularity, the article will show how a "real boy" construction of masculinity is being reworked by some groups of academically successful boys to produce "Renaissance Masculinity." The argument here is that tackling the gender gap in literacy requires attention to social success and aesthetic factors as much as to the structural variables of gender, social class and "race."

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Recognition of boys as readers through a social justice lens

Scholes

2020

British Journal of Sociology of Education

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This paper considers whether societal changes are making space for some working-class boys to go against the grain and foster positive reader identities. Drawing on interviews with 30 Australian boys about their experiences at school, Nancy Fraser's social justice framework is used to explore their parity of participation as readers. Responses raise questions about the need for recognition of boys as readers across demographics and more equitable redistribution of reading resources to the most economically marginalised educational contexts. Boys' narratives also challenge homogeneous images of boy/girl reading preferences that are often represented in literacy policies. The article explores nuances in how working-class boys conceive of themselves as readers within their local communities amidst global shifts in the post-industrial era. It also positions Fraser's social justice framework as a transferable lens for situated analysis that educators interested in enhancing parity of participation for marginalised students can draw upon.

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A boy who would rather write poetry than throw rocks at cats is also considered to be wanting in masculinity: poetry, masculinity, and baiting boys

Cited by 10 publications

References 23 publications

Disrupting the 'boys don't read' discourse: Primary school boys wholovereading fiction

Disrupting the 'boys don't read' discourse: Primary school boys wholovereading fiction

Successful Boys and Literacy: Are “Literate Boys” Challenging or Repackaging Hegemonic Masculinity?

Recognition of boys as readers through a social justice lens

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