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ERIC Number: EJ843831
Record Type: Journal
Publication Date: 2006-Dec
Pages: 29
Abstractor: As Provided
Reference Count: 46
ISSN: ISSN-1175-8708
Talking Books: Gender and the Responses of Adolescents in Literature Circles
Lloyd, Rachel Malchow
English Teaching: Practice and Critique, v5 n3 p30-58 Dec 2006
The use of student-led discussions, or literature circles, offers the potential to engage all students through a more democratic, dialogic approach. The central goal of this research was to understand how adolescents practise literacy within the context of a peer reading group, and how gender impacts these practices. Transcripts of student-led discussions were analyzed to determine how gender positioning impacted the group dynamics in literature circles; how students utilized literary theories, particularly gender theories, when in literature circles; and how the meanings constructed in literature circles challenged or reinforced traditional discourses of gender. Findings from two diverse focal groups suggested that there was a congruence between how the students discussed and what they discussed. While the dialogic structure opened space for critical readings of the text-worlds in certain instances, there was also evidence of asymmetrical power relations within groups, and corresponding resistance by some of the boys to more critical conversations, particularly about femininity. (Contains 1 footnote.)
Wilf Malcolm Institute for Educational Research, University of Waikato. PB 3105, Hamilton, New Zealand. Tel: +64-7-858-5171; Fax: +64-7-838-4712; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 12; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A