Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.573062
Title: The reading engagement of KS3 boys : an investigation into gender sensitive approaches to reading in two independent boys schools
Author: Rawstorne, Louise
Awarding Body: Institute of Education, University of London
Current Institution: UCL Institute of Education (IOE)
Date of Award: 2012
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Abstract:
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 reading practices and attitudes to reading, conducted in both schools. In addition, an innovative practice is explored in detail: a book club established within school but operating in a de-schooled manner - i.e. largely run and organised by the pupils themselves, bringing pupils of different age groups together. Interviews with the pupils associated with the club supplement the questionnaire work. These investigations are revealing in terms of the influence of the peer group and of boys' relations with each other as Cl central issue underpinning boys' development as readers. From these insights, I make reconunendations about future practice to promote secondary level boys' engagement with reading within the school milieu. In particular I consider how encouraging those who want to continue to engage with texts into their teenage years may also benefit a substantial number of boys within the school milieu.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.573062  DOI: Not available
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