Constructing the (il)literate boy: Crisis talk, literacy promotion websites and the simplification of boyhood literacies

This paper focuses on the ‘boys’ literacy crisis’ and the demand for more boy-friendly literacy practices. Contemporary approaches to promoting reading for boys are commonly underpinned by sex role socialisation and recuperative masculinity theories. In this article, I critique open-access websites...
Ausführliche Beschreibung

Gespeichert in:

Autor*in:	McDonald, Sarah [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2023

Schlagwörter:	Masculinities ‘Literacy crisis’ Boyhood Gender essentialism Reading

Übergeordnetes Werk:	Enthalten in: International journal of educational research - Amsterdam [u.a.] : Elsevier Science, 1986, 122
Übergeordnetes Werk:	volume:122

DOI / URN:	10.1016/j.ijer.2023.102255

Katalog-ID:	ELV065761898

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allfields	10.1016/j.ijer.2023.102255 doi (DE-627)ELV065761898 (ELSEVIER)S0883-0355(23)00119-2 DE-627 ger DE-627 rda eng 370 VZ 5,3 ssgn McDonald, Sarah verfasserin aut Constructing the (il)literate boy: Crisis talk, literacy promotion websites and the simplification of boyhood literacies 2023 nicht spezifiziert zzz rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier This paper focuses on the ‘boys’ literacy crisis’ and the demand for more boy-friendly literacy practices. Contemporary approaches to promoting reading for boys are commonly underpinned by sex role socialisation and recuperative masculinity theories. In this article, I critique open-access websites created by pseudo-experts for the purposes of promoting reading for boys and explore how they contribute to and perpetuate constructions of a hegemonic masculinity. In analysing these websites, I draw on Critical Discourse Analysis (CDA) to foreground how the recommended strategies suggested on these websites contribute to essentialised understandings of masculinities. Interventions which are focused on stereotypical understandings of boys as messy, naughty and subversive and unmotivated due to a feminised education system are highly problematic. The article draws attention to how these strategies perpetuate social myths created within the boys’ literacy crisis discourse which, rather than supporting boys’ reading, serves to create further alienation from literacy classrooms and practices. Masculinities ‘Literacy crisis’ Boyhood Gender essentialism Reading Enthalten in International journal of educational research Amsterdam [u.a.] : Elsevier Science, 1986 122 Online-Ressource (DE-627)320499227 (DE-600)2011998-7 (DE-576)259271365 0883-0355 nnns volume:122 GBV_USEFLAG_U GBV_ELV SYSFLAG_U GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_370 GBV_ILN_602 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2034 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2088 GBV_ILN_2106 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2470 GBV_ILN_2507 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 122
spelling	10.1016/j.ijer.2023.102255 doi (DE-627)ELV065761898 (ELSEVIER)S0883-0355(23)00119-2 DE-627 ger DE-627 rda eng 370 VZ 5,3 ssgn McDonald, Sarah verfasserin aut Constructing the (il)literate boy: Crisis talk, literacy promotion websites and the simplification of boyhood literacies 2023 nicht spezifiziert zzz rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier This paper focuses on the ‘boys’ literacy crisis’ and the demand for more boy-friendly literacy practices. Contemporary approaches to promoting reading for boys are commonly underpinned by sex role socialisation and recuperative masculinity theories. In this article, I critique open-access websites created by pseudo-experts for the purposes of promoting reading for boys and explore how they contribute to and perpetuate constructions of a hegemonic masculinity. In analysing these websites, I draw on Critical Discourse Analysis (CDA) to foreground how the recommended strategies suggested on these websites contribute to essentialised understandings of masculinities. Interventions which are focused on stereotypical understandings of boys as messy, naughty and subversive and unmotivated due to a feminised education system are highly problematic. The article draws attention to how these strategies perpetuate social myths created within the boys’ literacy crisis discourse which, rather than supporting boys’ reading, serves to create further alienation from literacy classrooms and practices. Masculinities ‘Literacy crisis’ Boyhood Gender essentialism Reading Enthalten in International journal of educational research Amsterdam [u.a.] : Elsevier Science, 1986 122 Online-Ressource (DE-627)320499227 (DE-600)2011998-7 (DE-576)259271365 0883-0355 nnns volume:122 GBV_USEFLAG_U GBV_ELV SYSFLAG_U GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_370 GBV_ILN_602 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2034 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2088 GBV_ILN_2106 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2470 GBV_ILN_2507 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 122
allfields_unstemmed	10.1016/j.ijer.2023.102255 doi (DE-627)ELV065761898 (ELSEVIER)S0883-0355(23)00119-2 DE-627 ger DE-627 rda eng 370 VZ 5,3 ssgn McDonald, Sarah verfasserin aut Constructing the (il)literate boy: Crisis talk, literacy promotion websites and the simplification of boyhood literacies 2023 nicht spezifiziert zzz rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier This paper focuses on the ‘boys’ literacy crisis’ and the demand for more boy-friendly literacy practices. Contemporary approaches to promoting reading for boys are commonly underpinned by sex role socialisation and recuperative masculinity theories. In this article, I critique open-access websites created by pseudo-experts for the purposes of promoting reading for boys and explore how they contribute to and perpetuate constructions of a hegemonic masculinity. In analysing these websites, I draw on Critical Discourse Analysis (CDA) to foreground how the recommended strategies suggested on these websites contribute to essentialised understandings of masculinities. Interventions which are focused on stereotypical understandings of boys as messy, naughty and subversive and unmotivated due to a feminised education system are highly problematic. The article draws attention to how these strategies perpetuate social myths created within the boys’ literacy crisis discourse which, rather than supporting boys’ reading, serves to create further alienation from literacy classrooms and practices. Masculinities ‘Literacy crisis’ Boyhood Gender essentialism Reading Enthalten in International journal of educational research Amsterdam [u.a.] : Elsevier Science, 1986 122 Online-Ressource (DE-627)320499227 (DE-600)2011998-7 (DE-576)259271365 0883-0355 nnns volume:122 GBV_USEFLAG_U GBV_ELV SYSFLAG_U GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_370 GBV_ILN_602 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2034 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2088 GBV_ILN_2106 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2470 GBV_ILN_2507 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 122
allfieldsGer	10.1016/j.ijer.2023.102255 doi (DE-627)ELV065761898 (ELSEVIER)S0883-0355(23)00119-2 DE-627 ger DE-627 rda eng 370 VZ 5,3 ssgn McDonald, Sarah verfasserin aut Constructing the (il)literate boy: Crisis talk, literacy promotion websites and the simplification of boyhood literacies 2023 nicht spezifiziert zzz rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier This paper focuses on the ‘boys’ literacy crisis’ and the demand for more boy-friendly literacy practices. Contemporary approaches to promoting reading for boys are commonly underpinned by sex role socialisation and recuperative masculinity theories. In this article, I critique open-access websites created by pseudo-experts for the purposes of promoting reading for boys and explore how they contribute to and perpetuate constructions of a hegemonic masculinity. In analysing these websites, I draw on Critical Discourse Analysis (CDA) to foreground how the recommended strategies suggested on these websites contribute to essentialised understandings of masculinities. Interventions which are focused on stereotypical understandings of boys as messy, naughty and subversive and unmotivated due to a feminised education system are highly problematic. The article draws attention to how these strategies perpetuate social myths created within the boys’ literacy crisis discourse which, rather than supporting boys’ reading, serves to create further alienation from literacy classrooms and practices. Masculinities ‘Literacy crisis’ Boyhood Gender essentialism Reading Enthalten in International journal of educational research Amsterdam [u.a.] : Elsevier Science, 1986 122 Online-Ressource (DE-627)320499227 (DE-600)2011998-7 (DE-576)259271365 0883-0355 nnns volume:122 GBV_USEFLAG_U GBV_ELV SYSFLAG_U GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_370 GBV_ILN_602 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2034 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2088 GBV_ILN_2106 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2470 GBV_ILN_2507 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 122
allfieldsSound	10.1016/j.ijer.2023.102255 doi (DE-627)ELV065761898 (ELSEVIER)S0883-0355(23)00119-2 DE-627 ger DE-627 rda eng 370 VZ 5,3 ssgn McDonald, Sarah verfasserin aut Constructing the (il)literate boy: Crisis talk, literacy promotion websites and the simplification of boyhood literacies 2023 nicht spezifiziert zzz rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier This paper focuses on the ‘boys’ literacy crisis’ and the demand for more boy-friendly literacy practices. Contemporary approaches to promoting reading for boys are commonly underpinned by sex role socialisation and recuperative masculinity theories. In this article, I critique open-access websites created by pseudo-experts for the purposes of promoting reading for boys and explore how they contribute to and perpetuate constructions of a hegemonic masculinity. In analysing these websites, I draw on Critical Discourse Analysis (CDA) to foreground how the recommended strategies suggested on these websites contribute to essentialised understandings of masculinities. Interventions which are focused on stereotypical understandings of boys as messy, naughty and subversive and unmotivated due to a feminised education system are highly problematic. The article draws attention to how these strategies perpetuate social myths created within the boys’ literacy crisis discourse which, rather than supporting boys’ reading, serves to create further alienation from literacy classrooms and practices. Masculinities ‘Literacy crisis’ Boyhood Gender essentialism Reading Enthalten in International journal of educational research Amsterdam [u.a.] : Elsevier Science, 1986 122 Online-Ressource (DE-627)320499227 (DE-600)2011998-7 (DE-576)259271365 0883-0355 nnns volume:122 GBV_USEFLAG_U GBV_ELV SYSFLAG_U GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_370 GBV_ILN_602 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2034 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2088 GBV_ILN_2106 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2470 GBV_ILN_2507 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 122
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author	McDonald, Sarah
spellingShingle	McDonald, Sarah ddc 370 ssgn 5,3 misc Masculinities misc ‘Literacy crisis’ misc Boyhood misc Gender essentialism misc Reading Constructing the (il)literate boy: Crisis talk, literacy promotion websites and the simplification of boyhood literacies
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topic_title	370 VZ 5,3 ssgn Constructing the (il)literate boy: Crisis talk, literacy promotion websites and the simplification of boyhood literacies Masculinities ‘Literacy crisis’ Boyhood Gender essentialism Reading
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title_sort	constructing the (il)literate boy: crisis talk, literacy promotion websites and the simplification of boyhood literacies
title_auth	Constructing the (il)literate boy: Crisis talk, literacy promotion websites and the simplification of boyhood literacies
abstract	This paper focuses on the ‘boys’ literacy crisis’ and the demand for more boy-friendly literacy practices. Contemporary approaches to promoting reading for boys are commonly underpinned by sex role socialisation and recuperative masculinity theories. In this article, I critique open-access websites created by pseudo-experts for the purposes of promoting reading for boys and explore how they contribute to and perpetuate constructions of a hegemonic masculinity. In analysing these websites, I draw on Critical Discourse Analysis (CDA) to foreground how the recommended strategies suggested on these websites contribute to essentialised understandings of masculinities. Interventions which are focused on stereotypical understandings of boys as messy, naughty and subversive and unmotivated due to a feminised education system are highly problematic. The article draws attention to how these strategies perpetuate social myths created within the boys’ literacy crisis discourse which, rather than supporting boys’ reading, serves to create further alienation from literacy classrooms and practices.
abstractGer	This paper focuses on the ‘boys’ literacy crisis’ and the demand for more boy-friendly literacy practices. Contemporary approaches to promoting reading for boys are commonly underpinned by sex role socialisation and recuperative masculinity theories. In this article, I critique open-access websites created by pseudo-experts for the purposes of promoting reading for boys and explore how they contribute to and perpetuate constructions of a hegemonic masculinity. In analysing these websites, I draw on Critical Discourse Analysis (CDA) to foreground how the recommended strategies suggested on these websites contribute to essentialised understandings of masculinities. Interventions which are focused on stereotypical understandings of boys as messy, naughty and subversive and unmotivated due to a feminised education system are highly problematic. The article draws attention to how these strategies perpetuate social myths created within the boys’ literacy crisis discourse which, rather than supporting boys’ reading, serves to create further alienation from literacy classrooms and practices.
abstract_unstemmed	This paper focuses on the ‘boys’ literacy crisis’ and the demand for more boy-friendly literacy practices. Contemporary approaches to promoting reading for boys are commonly underpinned by sex role socialisation and recuperative masculinity theories. In this article, I critique open-access websites created by pseudo-experts for the purposes of promoting reading for boys and explore how they contribute to and perpetuate constructions of a hegemonic masculinity. In analysing these websites, I draw on Critical Discourse Analysis (CDA) to foreground how the recommended strategies suggested on these websites contribute to essentialised understandings of masculinities. Interventions which are focused on stereotypical understandings of boys as messy, naughty and subversive and unmotivated due to a feminised education system are highly problematic. The article draws attention to how these strategies perpetuate social myths created within the boys’ literacy crisis discourse which, rather than supporting boys’ reading, serves to create further alienation from literacy classrooms and practices.
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title_short	Constructing the (il)literate boy: Crisis talk, literacy promotion websites and the simplification of boyhood literacies
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up_date	2024-07-07T00:09:50.860Z
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