Abstracts
Abstract
Disturbed by a proliferation of quick-fix literacy strategies to “help the boys” increase achievement levels in the midst of a policy shift that acknowledges gay, lesbian, bi and transgender, questioning (GLBTQ) youth, the author examines how masculinities are connected to literacy practices and negotiated through a safe school policy. He argues that specific literacy strategies recommended in recent support documents for teachers are limiting and restrictive because of a narrow view connecting gender and masculinity to literacy practices that reinscribe heteronormative masculinity in schools. He further argues that strategies to increase literacy achievement levels among boys run contrary to a more embracing school board policy aimed at acknowledging diverse multiple youth identities.
Résumé
Dérangé par la prolifération, au sein de la littérature, de stratégies « remède rapide » visant à « aider les garçons » à améliorer leur niveau de réussite au coeur d’un changement de politique reconnaissant les jeunes lesbiennes, gais, bi et transgenres, et ceux en questionnement (LGBTQ), l’auteur s’interroge sur la façon dont les masculinités sont apparentées aux pratiques de lecture et traitées par une politique scolaire réfléchie. Il suggère que certaines stratégies mises de l’avant et recommandées dans la littérature et documents destinés aux enseignants sont contraignantes et restrictives. En effet, elles offrent une vision restreinte en reliant sexe et masculinité à des pratiques de lecture qui réaffirme la norme de la masculinité hétérosexuelle au sein du milieu scolaire. L’auteur avance même que les stratégies mises de l’avant pour augmenter les niveaux de lecture des jeunes garçons nuisent aux politiques plus ouvertes des commissions scolaires visant la reconnaissance d’une variété d’identités chez les jeunes.
Appendices
Appendices
Bibliographie
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