"Through thoughtful analysis of girls' historical literacy experiences, their contemporary reading and writing lives, and trends in young adult literature, this book sheds new light on how teachers can better understand and create classroom ...
Author: Elaine O'Quinn
"Through thoughtful analysis of girls' historical literacy experiences, their contemporary reading and writing lives, and trends in young adult literature, this book sheds new light on how teachers can better understand and create classroom experiences that make girls visible both to themselves and to others.Historically, the status of girls has evoked much less research than that of boys. Recently emerging scholastic and strategic study concerning the vulnerability of girls is adding a vital missing component to this continually emerging discourse. Looking at many aspects of girls' gendered lives, this text considers the specific perspectives of the social and cultural constructions that script gender, particularly as applies to girls in our classrooms. Prominent scholars in their respective fields examine the myriad forces that shape the lives of American girls, from the earliest didactic records of manuals and books of conduct to current artifacts of contemporary culture. By investigating both the scholarly literature on girls as well as well as the primary sources of a material culture, the authors seek to unravel how adolescent girls learn and seek to compose identities. By closely examining girls' practices, in which are embedded issues of class, race, ethnicity, immigrant status, and sexuality, the text considers some of the values, structures, and trajectories that have come to define teenage girlhood. Its distinctive contribution is to unpack some of the assumptions of girls in English classrooms and to critically examine their experiences as they try to fit preconceived norms while forming their own personhood"-- Provided by publisher.
Kapurch, K. (2013) 'Girlhood, agency and pop culture literacy', in E. O'Quinn (ed.) Girls' Literacy Experiences In and Out of School: Learning and Composing Gendered Identities. New York: Routledge, pp. 107–122.
Author: Claire Charles
Young women’s identities are an issue of public and academic interest across a number of western nations at the present time. This book explores how young women attending an elite school for girls understand and construct ‘empowerment’. It investigates the extent to which, and the ways in which, their constructions of empowerment and identity work to overturn, or resist, key regulations and normative expectations for girls in post-feminist, hyper-sexualised cultural contexts. The book provides a succinct overview of feminist theorisations of normative femininities in young women’s lives in western cultural contexts. It includes familiar sexist discourses such as sexual double standards, as well as more recent commentary about the regulation of young women’s subjectivities in neoliberal, post-feminist, hyper-sexualised cultures. Drawing on ethnographic research in the context of an elite girls’ secondary school, the author explores how empowerment for young women is constructed and understood across a range of textual practices. From visual representations of young women in school promotional material, to students’ constructions of popular celebrities, the question of how girls’ resistance to normative femininities begins to develop is examined. This rich empirical work makes a unique contribution to the study of elite schooling within the sociology of education, drawing on important insights from the field of critical girlhood studies, and posing a challenge to popular feminist notions about media literacy, young women and empowerment. It will be of interest to scholars and postgraduates in the areas of gender studies, sociology, education, youth studies and cultural studies.
As girls seek to explore the meaning of gender, race, femininity, sexual orientation, and gender expression, ... In breaking down walls between in-school and out-ofschool literacy experiences, as educators we will have greater ...
Author: Hadar Dubowsky Ma'ayan
Publisher: Teachers College Press
Reading Girls captures the voices and literacy experiences of a diverse group of urban adolescent girls. The author—an experienced researcher and middle school teacher—intertwines investigations of multiple literacies, technologies, race, class, gender, sexuality, and gender expression to provide a provocative look at what helps and what hurts adolescent girls in school. Through engaging case studies, we see how traditional schooling fails to make room for crucial life topics, such as grappling with sexual or racial identity, understanding gang culture, or coming of age in urban America. Each chapter concludes with concrete strategies for improving both in- and out-of-school practices to better serve young girls, especially marginalized students.
Author: Kathleen A. HinchmanPublish On: 2017-10-19
Girls around the globe as advocates for political, cultural, and social literacy at home. In E. O'Quinn (Ed.), Girls' literacy experiences in and out of school: Learning and composing gendered identities. New York: Routledge.
Author: Kathleen A. Hinchman
Publisher: Guilford Publications
Showcasing cutting-edge findings on adolescent literacy teaching and learning, this unique handbook is grounded in the realities of students' daily lives. It highlights research methods and instructional approaches that capitalize on adolescents' interests, knowledge, and new literacies. Attention is given to how race, gender, language, and other dimensions of identity--along with curriculum and teaching methods--shape youths' literacy development and engagement. The volume explores innovative ways that educators are using a variety of multimodal texts, from textbooks to graphic novels and digital productions. It reviews a range of pedagogical approaches; key topics include collaborative inquiry, argumentation, close reading, and composition.
Between “girl power” and “reviving Ophelia”: Constituting the neoliberal girl subject. ... In E. O'Quinn (Ed.), Girls' literacy experiences in and out of school: Learning and composing gendered identities (pp. 123–137).
Author: Bill Yousman
Publisher: SAGE Publications
Category: Language Arts & Disciplines
Gender, Race, and Class in Media provides students a comprehensive and critical introduction to media studies by encouraging them to analyze their own media experiences and interests. The book explores some of the most important forms of today’s popular culture—including the Internet, social media, television, films, music, and advertising—in three distinct but related areas of investigation: the political economy of production, textual analysis, and audience response. Multidisciplinary issues of power related to gender, race, and class are integrated into a wide range of articles examining the economic and cultural implications of mass media as institutions. Reflecting the rapid evolution of the field, the Sixth Edition includes 18 new readings that enhance the richness, sophistication, and diversity that characterizes contemporary media scholarship.
Language and Gender: A Reader (pp. 377–387). Oxford: Blackwell. O'Quinn, E.J. (2013) Girls Literacy Experiences in and out of School: Learning and Composing Gendered Identities. New York: Routledge. Oakley, A. (1972) Gender and Society.
Author: Allyson Jule
Publisher: Multilingual Matters
Category: Social Science
From slut-shaming to the allegedly shrill voices of female politicians, from vocal fry to online misogyny, the language women use (and the language used about them) is as controversial as it has ever been. Our language use and our gender have an enormous impact on the way we understand ourselves and the world around us, and the way we are treated by society. Using the latest academic research, Allyson Jule tackles some of the most pressing issues facing feminism today, including how language use and related ideas about gender play out in the home, workplace and online. It turns out that many popular ideas about gender and language are more complicated than they first appear. This book will change the way you think about language, and give you the tools to challenge the world around you.
In 1997, the KS 2 reading tests displayed a 7% difference between girls and boys aged eleven, ... tell anything about boys' and girls' dispositions towards literacy, based on their experiences and behaviour in the world outside school.
Author: Jon Davison
Issues in English Teaching invites primary and secondary teachers of English to engage in debates about key issues in subject teaching. The issues discussed include: *the increasingly centralised control of the curriculum, assessment, and pedagogy in the school teaching of English in England and Wales as a result of initiatives such as the National Literacy Strategy *new technologies which are transforming pupils' lived experience of literacy or literacies *the accelerating globalisation of English and the independence of other versions of English from English Standard English. A National Curriculum with a nationalist perspective on language, literacy and literature cannot fully accommodate English *what has become 'naturalised' and 'normalised' in English teaching, and the educational and ideological reasons for this *hierarchies that have been created in the curriculum and pedagogy, identifying who and what has been given low status, excluded or marginalised in the development of the current model of English. Issues in English Teaching will stimulate student teachers, NQTs, language and literacy co-ordinators, classroom English teachers and aspiring or practising Heads of English, to reflect on the identity or the subject, the principles and policies which, have determined practice, and those which should influence future practice.
recent work includes an edited book entitled Girls' Literacy Experiences In and Out of School: Learning and Composing Gendered Identities (Routledge, 2012). She has also published numerous articles and book chapters on teaching, ...
Author: A. Rud
Reverence is a forgotten virtue in teaching and learning. When taken in a broader spiritual sense, it is often associated with a mute and prim solemnity. The essays gathered here examine reverence as a way to understand some of the spiritual dimensions of classroom teaching.
O'Quinn, E.J. (2013) Girls Literacy Experiences in and out of School: Learning and Composing Gendered Identities. New York: Routledge. Oakley, A. (1972) Gender and Society. London: Temple Smith. Orenstein, P. (2016) Girls and Sex: ...
Author: Allyson Jule
Publisher: Multilingual Matters
Category: Social Science
In this revised and updated 2nd edition of her pioneering textbook, Allyson Jule offers fresh insights into the study of language and gender for those new to the subject. Students will gain a thorough grounding in theoretical and practical perspectives on gender and language in the workplace, media, school, religion and domestic settings. Updates to the 2nd edition include discussion of: language and rape culture; LGBTQ terminology; language and social media; gaming; eco-feminism; and language, gender and Islam. The book is an ideal introductory text for courses specifically focused on language and gender, as well as those where an understanding of these issues would be helpful. Written in an engaging and reader-friendly style, with study questions, suggestions for further reading and a glossary, this book is the ideal starting point for students wishing to understand how language and gender interact in the modern world.
Author: Professor Anne MoreyPublish On: 2013-05-28
Her dissertation explores the rhetorical functions of neo-Victorian melodrama in contemporary girl culture. ... collection Girls 'Literacy Experiences In and Out of School: Learning and Composing Gendered Identities (Routledge, 2012).
Author: Professor Anne Morey
Publisher: Ashgate Publishing, Ltd.
Category: Literary Criticism
Much of the criticism on Stephenie Meyer's immensely popular 'Twilight' novels has underrated or even disparaged the books while belittling the questionable taste of an audience that many believe is being inculcated with anti-feminist values. Avoiding a repetition of such reductive critiques of the series's purported shortcomings with respect to literary merit and political correctness, this volume adopts a cultural studies framework to explore the range of scholarly concerns awakened by the 'Twilight novels and their filmic adaptations. Contributors examine 'Twilight's debts to its predecessors in young adult, vampire, and romance literature; the problems of cinematic adaptation; issues in fan and critical reception in the United States and Korea; and the relationship between the series and contemporary conceptualizations of feminism, particularly girl culture. Placing the series within a broad tradition of literary history, reception studies, and filmic adaptation, the collection offers scholars the opportunity to engage with the books' importance for studies of popular culture, gender, and young adult literature.
The most commonly read magazines for high school girls also included a magazine aimed at adults, Cosmopolitan, ... about those experiences during a special time set aside for sharing out-of-school literacy and cultural experiences or at ...
Author: Patricia L. Anders
Like its predecessor, Literacy Instruction in the Content Areas, Second Edition is written for undergraduate, graduate, and in-service teachers who want to integrate literacy processes into their content area instruction. In addition to extensive updating of earlier material, this new edition extends its coverage to include new chapters on adolescents' out-of-school literacy experiences and their in-school preferences, digital resources for content learning, and considerations for the reading specialist. In doing so, however, the authors have tried to maintain the brevity, stylistic clarity, and classroom focus of the earlier volume. Key features of this important new book include: *Teaching Flexibility. Although written with the needs of pre-service teachers in mind, theory and research are treated in sufficient depth to make the book suitable for graduate courses and for teacher study groups. It is also appropriate for secondary reading specialists or literacy coaches responsible for establishing or maintaining a school-wide literacy program. *Changes in New Edition. All chapters have been reorganized and most of the text rewritten. In addition, new chapters not usually included in content area reading texts were added. These cover: 1) adolescents' out-of-school literacy experiences and in-school preferences; 2) digital resources for content learning; and 3) considerations for the reading specialist. *Socio-Cultural Perspective. Like other volumes in the Literacy Teaching Series, the perspective of this one is socio-cultural and constructivist. It recognizes that classroom teaching and learning are closely intertwined with surrounding school and community cultures as well as the culture and language of the subject being studied. Likewise, literacy is not simply a matter of reading and writing but involves using multiple literacies to negotiate and construct meaning. *Practical Orientation. Although supporting theory and research are included in all chapters, instructional strategies with illustrative examples from practicing teachers are included in most chapters. Each chapter concludes with "Application Activities" and "From Our Professional Library" references.
Jane Eyre, Twilight, and the Mode of Excess in Popular Girl Culture Katie Kapurch ... 2012) and Elaine O'Quinn's Girls' Literacy Experiences In and Out of School: Learning and Composing Gendered Identities (Routledge, 2013).
Author: Katie Kapurch
Category: Literary Criticism
This book examines melodramatic impulses in Charlotte Brontë’s Jane Eyre and Stephenie Meyer’s Twilight Saga, as well as the series' film adaptations and fan-authored texts. Attention to conventions such as crying, victimization, and happy endings in the context of the Twilight-Jane Eyre relationship reveals melodrama as an empowering mode of communication for girls. Although melodrama has saturated popular culture since the nineteenth century, its expression in texts for, about, and by girls has been remarkably under theorized. By defining melodrama, however, through its Victorian lineages, Katie Kapurch recognizes melodrama's aesthetic form and rhetorical function in contemporary girl culture while also demonstrating its legacy since the nineteenth century. Informed by feminist theories of literature and film, Kapurch shows how melodrama is worthy of serious consideration since the mode critiques limiting social constructions of postfeminist girlhood and, at the same time, enhances intimacy between girls—both characters and readers.
In contrast, the research on gender differences in participation in sciencerelated activities in contexts outside of school show differences that are far more significant. Furthermore, girls in the most developed countries in the world ...
Author: Cedric Linder
Scientific literacy is part of national science education curricula worldwide. In this volume, an international group of distinguished scholars offer new ways to look at the key ideas and practices associated with promoting scientific literacy in schools and higher education. The goal is to open up the debate on scientific literacy, particularly around the tension between theoretical and practical issues related to teaching and learning science. Uniquely drawing together and examining a rich, diverse set of approaches and policy and practice exemplars, the book takes a pragmatic and inclusive perspective on curriculum reform and learning, and presents a future vision for science education research and practice by articulating a more expansive notion of scientific literacy.
Presents research into the differences in boys' and girls' experiences of the reading and writing curriculum at home and in school. The book includes an outline of the theoretical debates on gender difference and academic achievement.
Author: Dr Elaine Millard
Presents research into the differences in boy's and girl's experiences of the reading and writing curriculum at home and in school. The book is presented in three sections: an outline of the theoretical debates on gender difference and academic achievement; a description of the research into these issues conducted by the author; and an analysis of the author's findings. In discussing the outcome of her research, the author aims to highlight further areas for more detailed study and makes recommendations for the development of literacy policies, which cross curriculum boundaries in schools.
Another notable finding in Xu's study was the diversity of the kinds of literacy experiences among the children and their ... exploration of the literacy practices and experiences of an elementary school age Cambodian girl named Nan.
Author: Marcia Farr
This volume provides an up-to-date review of sociolinguistic research and practice aimed at improving education for students who speak vernacular varieties of U.S. English, English-based Creole languages, and non-English languages, and presents socioculturally based approaches that acknowledge and build on the linguistic and cultural resources students bring into the school.
She conducted a year - long ethnographic study of young girls ' literacy practices in and out of school in which she followed ... Finders studied the girls ' writing and reading experiences at school and at home during one school year .
Author: Claudia Mitchell
Publisher: Greenwood Publishing Group
Category: FAMILY & RELATIONSHIPS
An encyclopedia that analyzes the interaction between girls and mainstream culture provides a series of essays examining girl culture and over two hundred and fifty alphabetically arranged articles examining aspects of that culture.
Michael Frontani is Associate Professor of Cinema in the School of Communications at Elon University. ... Series (2012) and Girls' Literacy Experiences 242 About the Contributors In and Out of School: Learning 241 About the Contributors.
Author: Kenneth Womack
Publisher: Lexington Books
As we mark the fiftieth anniversary of the most momentous year in the life of the Beatles, the contributors to The Beatles, Sgt. Pepper, and the Summer of Love perform wide-ranging analyses of the group’s enduring sociocultural influence and achievements.
School success and transition to higher education is dependent upon proficiency in comprehension skills across subject areas ... For this lowincome sample we found that boys and girls started out equally matched on language and literacy ...
... the current reading interests of the boys and girls in your class. Find out what types of text they are enjoying and explore ways to incorporate literacy materials from children's out-of-school experiences in your literacy lessons.
Author: Teresa Cremin
How do you become an effective primary school teacher? What do you need to be able to do? What do you need to know? Flexible, effective and creative primary school teachers require subject knowledge, an understanding of their pupils and how they learn, a range of strategies for managing behaviour and organising environments for learning, and the ability to respond to dynamic classroom situations. The fourth edition of this bestselling textbook has been fully updated with the latest research and initiatives in the field, as well as the most recent changes to the National Curriculum across the UK. Twenty four new authors have contributed, sharing their expertise and experience as practitioners. Ten brand new units have been included on: Becoming a professional in the current context Building inclusive communities of engaged learners Understanding schools’ aims and enacting your own Teaching for social justice Reading Grammar and punctuation Mastery in mathematics The value of outdoor learning Primary education in a digital age A selection of extra tasks have been woven throughout, with an emphasis on innovative, reflective practice, and new ‘vivid examples’ bring each chapter’s argument to life in a classroom context. In addition, each chapter contains M-level tasks and further reading to assist with research assignments, and differences in the National Curriculum and policy in Scotland, Wales and Northern Ireland are highlighted. Providing a comprehensive but accessible introduction to teaching and learning in the primary school, covering everything a trainee needs to know in order to gain QTS, this accessible and engaging textbook is essential reading for all students training to be primary school teachers. This textbook is supported by a free companion website with additional resources for instructors and students (www.routledge.com/cw/Cremin) and an accompanying series of books on Teaching Creatively across the curriculum.
222, 235–236; of school expectations and Wi-Fi access 229–230, 234; for talking back 224, 225–227, 232 Black African immigrant girls' literacy experiences 98–111; African American and African literature exposure in 99, 109; ...
Author: Detra Price-Dennis
Bringing together the voices of leading and emerging scholars, this volume highlights the many facets of Black girls’ literacies. As a comprehensive survey of the research, theories, and practices that highlight the literacies of Black girls and women in diverse spaces, the text addresses how sustaining and advancing their literacy achievement in and outside the classroom traverses the multiple dimensions of writing, comprehending literature, digital media, and community engagement. The Black Girls’ Literacies Framework lays a foundation for the understanding of Black girl epistemologies as multi-layered, nuanced, and complex. The authors in this volume draw on their collective yet individual experiences as Black women scholars and teacher educators to share ways to transform the identity development of Black girls within and beyond official school contexts. Addressing historical and contemporary issues within the broader context of inclusive education, chapters highlight empowering pedagogies and practices. In between chapters, the book features four "Kitchen Table Talk" conversations among contributors and leading Black women scholars, representing the rich history of spaces where Black women come together to share experiences and assert their voices. A crucial resource for educators, researchers, professors, and graduate students in language and literacy education, this book offers readers a fuller vision of the roles of literacy and English educators in the work to undo educational wrongs against Black girls and women and to create inclusive spaces that acknowledge the legitimacy and value of Black girls’ literacies.