Although the majority of research in gender and education has rightly focused on girls, recent research in the United States and elsewhere has focused much more on the learning, social outcomes, and schooling experiences of boys. This “boy turn” has produced a large corpus of theoretically oriented and practice-oriented research alongside popular and rhetorical works and feminist and pro-feminist responses, each of which this article reviews. To answer why boys have become such a concern at this time, this article explores the origins and motivations of the boy turn, examines major critiques of the distress about boys, and suggests possible directions for debates and research.

https://www.jstor.org/stable/pdfplus/3516000.pdf

The “Boy Turn” in Research on Gender and Education

This article traces the lineage of critical literacy from Freire through critical pedagogies and discourse analysis. It discusses the need for a contingent definition of critical literacy, given the increasingly sophisticated nature of texts and discourses.

/pdf/critical-literacy-foundational-notes-476302bqwt.pdf

Critical Literacy: Foundational Notes

Critical literacy : foundational notes

This article explores and challenges a widely held and often unexamined conception of White teacher candidates as learners about issues of diversity and equity in teacher education. This conception suggests that most White teacher candidates are deficient learners who lack resources for learning about diversity. This review reframes this conception through an examination of three bigger pictures of White teacher candidates, of the lack of research regarding pedagogies for multicultural teacher education, and of insights from those who describe pedagogies that build on what students bring. Ultimately, if teacher educators hope that teacher candidates view their future K–12 students as having resources and capabilities for learning, then teacher educators must critically examine and dialogue about what they model through their own pedagogies.

The Work of Multicultural Teacher Education: Reconceptualizing White Teacher Candidates as Learners

1. Introduction: Children of the Digital Age Part 1: Changing Childhood Cultures 2. New textual landscapes, information and early literacy 3. Ritual, performance and identity construction: Young children's engagement with popular cultural and media texts 4. Veronica: An asset model of becoming literate 5. Bilingual children's uses of popular culture in text-making Part 2 Children and Technologies 6. Watching Teletubbies: Television and its very young audience 7. The CD-ROM game: A toddler engaged in computer-based dramatic play 8. Narrative spaces and multiple identities: Children's textual explorations of console games in home settings 9. 'Pronto, chi parla? (Hello, who is it?'): Telephones as artefacts and communication media in children's discourses Part 3: Transformative Pedagogies 10. Popular culture: Views of parents and educators 11. Barbie meets Bob the Builder at the Workstation: The word on screen/ E-mergent literacies in the early years 12. Resistance, power-tricky, and colorless energy: What engagement with everyday popular culture texts can teach us about learning, and literacy 13. Behind the scenes: Making movies in early years classrooms.

Popular Culture, New Media and Digital Literacy in Early Childhood

Contents: Preface. Part I: Critical From the Start: Examining Relations of Power in Textual Practices. A.H. Dyson, Relational Sense and Textual Sense in a U.S. Urban Classroom: The Contested Case of Emily, Girl Friend of a Ninja. U. Sahni, Children Appropriating Literacy: Empowerment Pedagogy From Young Children's Perspective. J. O'Brien, Children Reading Critically: A Local History. V. Vasquez, Constructing a Critical Curriculum With Young Children. Part II: Exploring Critical Literacies in Primary Schooling: Unresolved Questions. Y.M. Cheah, From Prescription to Participation: Moving From Functional to Critical Literacy in Singapore. A.M.Y. Lin, Resistance and Creativity in English Reading Lessons in Hong Kong. B. Bigelow, On the Road to Cultural Bias: A Critique of The Oregon Trail CD-ROM. B. Mellor, A. Patterson, Teaching Readings? Part III: Critical Literacies and Questions of Identity. H. Janks, Identity and Conflict in the Critical Literacy Classroom. P. Stein, Classrooms as Sites of Textual, Cultural, and Linguistic Reappropriation. W. Martino, "Dickheads, Wuses, and Faggots": Addressing Issues of Masculinity and Homophobia in the Critical Literacy Classroom. L. Cruddas, P. Watson, Ta(l)king Back: Dialogizing Authorship. Part IV: Tertiary Education as a Site for Critical Literacies. C. Wallace, Critical Literacy in the Second Language Classroom: Power and Control. J.W. Bell, Building Bridges/Making Meanings: Texts of Popular Culture and Critical Pedagogy in Theory and Practice. J. Clarence-Fincham, Responding to Academic Discourse: Developing Critical Literacy at a South African University. N. Wooldridge, Tensions and Ambiguities in Critical Literacy. B. Comber, Critical Literacies and Local Action: Teacher Knowledge and a 'New' Research Agenda.

Anne Simpson

Papers

Negotiating Critical Literacies in Classrooms.

Constructing a Critical Curriculum With Young Children

Children Appropriating Literacy: Empowerment Pedagogy From Young Children’s Perspective

“Dickheads, Wuses, and Faggots”: Addressing Issues of Masculinity and Homophobia in the Critical Literacy Classroom

Critical Literacy in the Second Language Classroom: Power and Control