文档介绍：LITERACY AND GENDER:
RESEARCHING TEXTS, CONTEXTS
AND READERS
‘In the context of continuing debates about how to teach reading, and
about boys’ underachievement, Gemma Moss brings us right up close to
what children are actually doing with books in classrooms. Her ethno-
graphic research is meticulous and fine-grained, and she presents some
striking findings about how the dynamics between literacy, gender and
attainment are configured within particular schools and classrooms. This
accessible, subtle book raises important questions for current policy makers
and is mended reading for anyone who cares about children, literacy
and education.’
Maybin, The Open University, UK
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
anisation 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 produc-
ing social differences and the changing pattern of interest in this topic
both within the munity and beyond. Gemma Moss argues that
the reason for girls’ relative ess in literacy lies in the structure of
schooling and, in particular, the role the reading curriculum plays in con-
structing 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.
Gemma Moss is Reader in Education at the Institute of Education,
University of London.
LITERACIES
Series Editor: D