This work offers parents, educators, and librarians a practical guide to discovering the ways gender identities are constructed through literacy practices, providing recommendations for addressing gender inequities in schools and in the community at large.
To the degree that gender is socially constructed and performative, language remains a primary means through which individuals conceive of themselves as gendered beings, and through which each person structures and performs gendered relations with others. This handbook provides a critical review of contemporary and foundational studies in gender and literacy to uncover how human potential is determined by our habits and assumptions regarding gender—and how our literacy practices often work to maintain those habits of action.
Gender and Literacy: A Handbook for Educators and Parents focuses on issues related to the gendered experience of students from pre-kindergarten through grade 12, promoting an understanding that the issues surrounding gender cannot be reduced to broad generalizations. Author Karen A. Krasny seeks to make clear the complex notion of gender construction within the context of redefining what constitutes legitimate literacy practices in schools.
This handbook will help to guide educators, parents, and librarians by assisting them in the selection and evaluation of print and media resources. The first chapter explains the need to understand the complex relationship between gender and literacy. The bulk of the book provides readers with a critical review of the studies conducted to investigate gendered literacy practices, while the last three chapters focus on actionable strategies and policy making.
Highlights • Provides both theoretical insight and practical knowledge
• Assists parents and educators in developing a critical understanding of issues related to gender and literacy beyond the popular rhetoric surrounding "boys and reading"
• Introduces readers to a comprehensive review of empirical studies investigating gendered discourse practices
• Examines the complex issues of gender and literacy through various theoretical lenses
Karen A. Krasny, PhD, is associate professor of language and literacy at York University, Toronto, Canada, and coeditor of the Journal of the Canadian Association for Curriculum Studies. She received her doctorate from Texas A&M University, College Station, TX. Krasny is past president of the Canadian Association for Curriculum Studies and served on the board of directors for the Canadian Society for the Study of Education from 2009–2011. A longtime educator, Krasny has worked as a teacher and curriculum coordinator in the areas of English and French language arts. Her early contributions were recognized with a nomination for the Lieutenant Governor's Medal for Literacy in the Province of Manitoba and a secondment as Manitoba's English Language Arts Provincial Specialist. Krasny continues to maintain a keen interest in K–12 literacy and has worked with students and teachers in Canada, the United States, Ukraine, China, and Saudi Arabia. Her recent scholarly work appears in Curriculum Inquiry; The Canadian Modern Language Review; Journal of Curriculum Studies; and Language and Literacy: A Canadian eJournal.