NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1206914
Record Type: Journal
Publication Date: 2019
Pages: 18
Abstractor: As Provided
ISSN: ISSN-0954-0253
Working-Class Boys' Relationships with Reading: Contextual Systems That Support Working-Class Boys' Engagement with, and Enjoyment of, Reading
Scholes, Laura
Gender and Education, v31 n3 p344-361 2019
Drawing on interviews with 15 boys attending schools in low socioeconomic communities in Australia, this paper examines the multiplicity of contextual influences on boys' everyday reading experiences. Implementing an ecological metaphor, boys' narratives about (i) their attitudes towards reading at school (microsystem); (ii) parental beliefs about reading (mesosystem); (iii) masculinities within low socioeconomic communities (exosystem), and; (iv) reading as socially valued knowledge (macrosystem) are explored. The paper illustrates the textured nature of immediate and broader influences on boys' engagement with, and positioning of, reading. In particular, the paper challenges dominant discourses about working-class boys' reading practices, contributing to research into literacy in-situ to make visible the immediate and broader contextual systems that influence the ways working-class boys engage with, and enjoy, reading.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia