The making of male reader identities across generations : Assemblages of rural places in shaping life as a male reader in Australia and Sweden

Journal article

Scholes, Laura and Asplund, Stig-Börje. (2021). The making of male reader identities across generations : Assemblages of rural places in shaping life as a male reader in Australia and Sweden. British Journal of Sociology of Education. 42(8), pp. 1192-1209. https://doi.org/10.1080/01425692.2021.1990016
AuthorsScholes, Laura and Asplund, Stig-Börje
Abstract

Drawing on interviews we explore the centrality of belonging to rural places, embedded within time, in shaping life as a male reader, regardless of country of origin, or generation. Place theory explored the assemblages of spaces important for 6 boys (10–11 year-olds) from Australia and 6 men (25 year-olds and 60 year-olds) from Sweden in their reader identities. Findings illustrate how assemblages of geography, resourcing, relationships with the land, and desires to connect to broader cultural affinity spaces become ingrained for males in rural places and distinguish them from working class males in metropolitan contexts. Classroom experiences related to ‘academic reading’ became embodied in non-reader identities and shaped life as a reader through the lifespan, while peer group cultures and connections to place offered alternative spaces to engage with reading a range of texts related to cultural life worlds with a shared sense of meaning, purpose, and value.

Keywordsreader identities; masculinity; schooling; social class; place theory; rural places
Year2021
JournalBritish Journal of Sociology of Education
Journal citation42 (8), pp. 1192-1209
PublisherRoutledge
ISSN0142-5692
Digital Object Identifier (DOI)https://doi.org/10.1080/01425692.2021.1990016
Scopus EID2-s2.0-85117197291
Research or scholarlyResearch
Page range1192-1209
FunderAustralian Research Council (ARC)
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online14 Oct 2021
Publication process dates
Accepted01 Oct 2021
Deposited24 May 2022
ARC Funded ResearchThis output has been funded, wholly or partially, under the Australian Research Council Act 2001
Grant IDARC/DE170100990
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