Language, literacy and participation rights: Factors influencing educational outcomes for Australian boys

Year: 2001

Author: Nyland, Berenice

Type of paper: Refereed paper

This paper is concerned with the present position of boys in Australian early childhood programs, especially the early years of school. The argument is made that schools are not resourced to deal adequately with the problems many children face in their daily lives. Teachers are restricted in their practice through curriculum frameworks and a narrow concept of literacy that fails to acknowledge different cultural and social backgrounds, or styles of learning. As the gap between the haves and the have-nots grows increasingly wider the ideological climate does not allow for the confrontation of issues, such as poverty, that influence the life chances of so many young children. The paper discusses circumstances influencing the educational outcomes of children in relation to gender differences, as well as economic, cultural and language factors.