Boys performing English

Alloway, Nola and Gilbert, Pam and Gilbert, Rob and Henderson, Robyn (2003) Boys performing English. Gender and Education, 15 (4). pp. 351-364. ISSN 0954-0253

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Abstract

This paper explores the gender dynamics of boys' responses to one particular aspect of English teaching: oral performance work. It focuses on the possibility that the requirement to perform publicly in dramatic and other oral tasks may be an important factor in the rejection of English by many boys, and contribute to boys’ relatively poor achievement in English. The paper provides a study of boys' engagement in English oral activities in two classrooms, and identifies a number of factors influencing boys' English learning. In particular, it shows that there is no simple relation between the performance requirements of English learning activities and boys' disengagement with English.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: No
Item Status: Live Archive
Additional Information: Author's verison deposited in accordance with the copyright policy of the publisher.
Depositing User: Dr Robyn Henderson
Faculty / Department / School: Historic - Faculty of Education
Date Deposited: 11 Oct 2007 01:15
Last Modified: 02 Jul 2013 22:47
Uncontrolled Keywords: boys, masculinity, English, literacy learning
Fields of Research (FOR2008): 16 Studies in Human Society > 1608 Sociology > 160809 Sociology of Education
13 Education > 1302 Curriculum and Pedagogy > 130204 English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL)
Identification Number or DOI: doi: 10.1080/09540250310001610562
URI: http://eprints.usq.edu.au/id/eprint/2867

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