Literacy and gender: researching texts, contexts and readers
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
London [u.a.]
Routledge
2007
|
| Ausgabe: | 1. publ. |
| Schriftenreihe: | Literacies : Applied linguistics, education
|
| Schlagworte: | |
| Online-Zugang: | Table of contents only Klappentext Inhaltsverzeichnis |
| Beschreibung: | X, 218 S. |
| ISBN: | 0415234565 0415234573 0203464273 9780415234566 9780415234573 9780203464274 |
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Datensatz im Suchindex
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|---|---|
| adam_text |
Why are girls outperforming boys in literacy skills in the Western
education system today? To date, there have been few attempts to
answer this question. Literacy and Gender sets out to redress this
state of affairs by re-examining the social organisation of literacy in
primary schools.
In studying schooling as a social process, this book focuses on the
links between literacy, gender and attainment, the role school plays
in producing social differences and the changing pattern of interest in
this topic both within the feminist community and beyond. Gemma
Moss argues that the reason for girls' relative success in literacy lies
in the structure of schooling and, in particular, the role the reading
curriculum plays in constructing a hierarchy of learners in class. Using
fine-grained ethnographic analysis of reading in context, this book
outlines methods for researching literacy as a social practice and
understanding how different versions of what counts as literacy can
be created in the same site.
Literacy and Gender makes a valuable contribution to current debates
about literacy pedagogy and outlines a principled basis upon which to
review the literacy curriculum in action.
CONTENTS
Acknowledgements
Introduction: literacy, gender and research 1
1 Literacy, gender and the politics of school achievement:
explaining educational failure and success 13
2 Studying literacy with more than gender in mind 38
3 Literacy events in the context of the school: rethinking
how literacy, gender and attainment intertwine 60
4 Texts in their context of use: non-fiction, text design
and the social regulation of reading in class 89
5 Readers in context: text choice as situated practice 122
6 Gender, literacy and attainment in the context of
educational reform 164
Appendix 1: Fact and fiction analytic matrix 200
Appendix 2: Transcription conventions 202
Notes 203
References *v4
Index 212
IX |
| adam_txt |
Why are girls outperforming boys in literacy skills in the Western
education system today? To date, there have been few attempts to
answer this question. Literacy and Gender sets out to redress this
state of affairs by re-examining the social organisation of literacy in
primary schools.
In studying schooling as a social process, this book focuses on the
links between literacy, gender and attainment, the role school plays
in producing social differences and the changing pattern of interest in
this topic both within the feminist community and beyond. Gemma
Moss argues that the reason for girls' relative success in literacy lies
in the structure of schooling and, in particular, the role the reading
curriculum plays in constructing a hierarchy of learners in class. Using
fine-grained ethnographic analysis of reading in context, this book
outlines methods for researching literacy as a social practice and
understanding how different versions of what counts as literacy can
be created in the same site.
Literacy and Gender makes a valuable contribution to current debates
about literacy pedagogy and outlines a principled basis upon which to
review the literacy curriculum in action.
CONTENTS
Acknowledgements
Introduction: literacy, gender and research 1
1 Literacy, gender and the politics of school achievement:
explaining educational failure and success 13
2 Studying literacy with more than gender in mind 38
3 Literacy events in the context of the school: rethinking
how literacy, gender and attainment intertwine 60
4 Texts in their context of use: non-fiction, text design
and the social regulation of reading in class 89
5 Readers in context: text choice as situated practice 122
6 Gender, literacy and attainment in the context of
educational reform 164
Appendix 1: Fact and fiction analytic matrix 200
Appendix 2: Transcription conventions 202
Notes 203
References *v4
Index 212
IX |
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| discipline | Pädagogik Soziologie Literaturwissenschaft |
| discipline_str_mv | Pädagogik Soziologie Literaturwissenschaft |
| edition | 1. publ. |
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| spellingShingle | Moss, Gemma Literacy and gender researching texts, contexts and readers Gesellschaft Literacy Social aspects Sex differences in education Girls Education (Elementary) Educational attainment Literaturunterricht (DE-588)4036032-5 gnd Schreib- und Lesefähigkeit (DE-588)4481193-7 gnd Grundschule (DE-588)4022349-8 gnd Geschlechterforschung (DE-588)4482930-9 gnd |
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| title_auth | Literacy and gender researching texts, contexts and readers |
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| title_exact_search_txtP | Literacy and gender researching texts, contexts and readers |
| title_full | Literacy and gender researching texts, contexts and readers Gemma Moss |
| title_fullStr | Literacy and gender researching texts, contexts and readers Gemma Moss |
| title_full_unstemmed | Literacy and gender researching texts, contexts and readers Gemma Moss |
| title_short | Literacy and gender |
| title_sort | literacy and gender researching texts contexts and readers |
| title_sub | researching texts, contexts and readers |
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