By Dr Elai Millard
Provides learn into the variations in boy's and girl's reports of the analyzing and writing curriculum at domestic and in class. The e-book is gifted in 3 sections: an overview of the theoretical debates on gender distinction and educational success; an outline of the examine into those matters carried out by means of the writer; and an research of the author's findings. In discussing the end result of her study, the writer goals to focus on extra components for extra unique research and makes concepts for the advance of literacy guidelines, which move curriculum barriers in faculties.
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Extra resources for Differently Literate: Boys, Girls and the Schooling of Literacy
58–63). The Revised Code of 1862 demanded little more for pupils to succeed than the ability to copy the words of others with speed and accuracy and in obedience to the authority of the text rather than with any ability to express ideas, let alone reflect on them creatively. Writing as composition was the preserve of those who moved on to secondary education, whilst a fair hand to copy out legal documents, in mean offices in the manner of Dickens’ clerks Snagsby and Cratchit, was the limited goal of universal elementary school teaching at its highest level of achievement.
Women have been considered to be at a disadvantage in a patriarchal culture that privileges the phallus and ascribes status and power to the phallic male. Within the Oedipal system, to be a girl is to lack something and, in relation to the male, they appear castrated and therefore impotent. Boys know that the possession of a penis puts them in the power position (despite the reminder that it is the symbolic power of the phallus that is at issue, not the physical organ) but continue to fear its loss and despise the women, including their mothers, whom they perceive to be castrated.
In all these cases, each sex is shown to be limiting both the range and variety of their writing repertoire, but it is boys who remain most reluctant to engage willingly in writing of all kinds. By the end of their compulsory secondary schooling, large numbers of boys achieve poorer results in GCSE English than girls in the same class. 4 per cent of girls gained a graded result, however, a smaller proportion of boys than girls was entered. 4 per cent of girls. 5 per cent girls. (Appendix B) It is, therefore, important to look more closely at the cultural practices that create differences of attitude and that have persisted, and to some extent intensified, during a period when teachers have made special efforts to counteract gender bias, particularly in English teaching, and when there have been many LEA initiatives to redress inequalities of achievement.