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Teenage Boys and High School English


reviewed by Marcus Weaver-Hightower — 2003

coverTitle: Teenage Boys and High School English
Author(s): Bruce Pirie
Publisher: Heinemann, Portsmouth, NH
ISBN: 0867095369, Pages: 166, Year: 2002
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Perhaps the longest-suffered problem of secondary English teachers has been finding ways to involve, engage, and increase the reading skills and pleasures of the reluctant reader.  In recent years, this problem has come to be seen as particularly gendered: many boys, more so than girls in general, do not read or do not enjoy it much when they do.  A number of books since the late 1990s have attempted to address the specifically gendered nature of this, such as Elaine Millard’s Differently Literate (1997).  In the past year, Heinemann publishing has offered a trio of works that separately attempt to address these concerns among teachers.  The first book of this boys’ literacy trilogy, Smith and Wilhelm’s  “Reading Don’t Fix No Chevys”: Literacy in the Lives of Young Men (2002; reviewed in Teachers College Record, volume 105, issue 1), examines the reading preferences of boys, arguing that the traditional curriculum does not facilitate the “flow” that boys seek in the activities they take up.  The second, Thomas Newkirk’s... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record Volume 105 Number 7, 2003, p. 1244-1247
http://www.tcrecord.org ID Number: 11103, Date Accessed: 10/17/2017 9:23:05 AM

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About the Author
  • Marcus Weaver-Hightower
    University of North Dakota
    E-mail Author
    MARCUS WEAVER HIGHTOWER teaches in the Department of Educational Foundations and Research at the University of North Dakota, is a doctoral candidate at the University of Wisconsin-Madison, and is a former English teacher at Goose Creek High School in South Carolina. His research centers on gender and education, particularly masculinity’s impact on schooling and policy. He is currently conducting research on Australia’s federal policy on boys’ education. Weaver-Hightower is the author of "The 'Boy Turn' in Research on Gender and Education" in Review of Educational Research and “The Gender of Terror and Heroes? What Educators Might Teach About Men and Masculinity After September 11, 2001.”
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